Page 12 - GHES-1-2

Global Health Econ Sustain Self-directed learning supporting mental health

these, five articles offered entirely positive evaluations of COVID-19 pandemic, are listed in Table 1 as follows: Li
self-directed learning, online learning, and mental health, et al. (2023), Doo et al. (2023), Zhao et al. (2020), Garcia
while the remaining nine had entirely negative assessments et al. (2022), and Ong et al. (2022). Three additional articles
of self-directed learning, online learning, and mental did not consider each of these variables as positive; however,
health. this lack of positive assessment stems from contingent

Among the articles that did not exhibit entirely positive limitations identified by the authors. These limitations, had
or entirely negative assessments of self-directed learning, they not been present, would likely have resulted in positive
online learning, and mental health in public school students findings. These three articles are Shao et al. (2022), Zhu
during COVID-19, the following patterns emerged: et al. (2022), and Manoharan et al. (2022). In the assessment
(i). One article had a positive outlook on both self- of whether each of the relevant variables can be considered
directed learning and the mental health of public positive or has the potential to be positive, it is essential to
school students during the COVID-19 pandemic but determine which of these articles emphasize the importance
held a negative view of online learning. of self-directed learning as self-initiated and underscore
(ii). One article found both self-directed learning and the importance of parents reducing their expectations for
online learning to yield positive results during the standardized academic achievement.
pandemic, but at the same time, these forms of Among the five articles listed in Table 1, one investigates
learning had negative implications for student mental the impact of information literacy in a study conducted on
health. Chinese public school students (Li et al., 2023). While this
(iii). There were no articles that were positive about online article identifies a positive correlation among self-directed
learning and mental health but negative regarding learning, online learning, and positive mental health,
self-directed learning. it is important to note that the authors’ interpretation
(iv). Two articles expressed positivity about self-directed of self-directed learning differs from the conventional
learning but were negative with respect to both online understanding of the term, which is learning guided by
learning and the student’s mental health. the student’s personal values (Loeng, 2018; Nash, 2020;
(v). Three articles were positive about online learning but Schweder & Raufelder, 2022). To align with the authors’
had negative assessments for both self-direction and vision of self-directed learning, they advocate for the
mental health of public school students.
(vi). None of the articles had authors who were positive cultivation of students’ self-directed learning skills. From
their perspective, this can be achieved through the efforts
about the mental health of public school students
while being negative regarding both self-directed of teachers in establishing a “harmonious and independent
learning and online learning. online learning atmosphere” designed to enhance student
motivation, with an additional focus on encouraging
4. Discussion teamwork among students. This goal can be accomplished
by assigning specific homework tasks, a collaborative
This discussion examines articles retrieved from the effort between teachers and parents, who assume the
Google Scholar search conducted on May 30, 2023. The role of “guardians of the students’ self-directed learning.”
focus is on articles that explore the relationship between The article does not discuss the role of standardized
self-directed online learning and positive mental health. expectations of parents.
The examination aims to identify whether these articles
acknowledged the importance of self-initiation in learning The second article, providing a positive assessment of
and reduced parental expectations. The articles that all three variables – focused on the impact of self-directed
specifically mentioned poor internet connectivity as a learning on learning outcomes in MOOCs – does not
barrier to effective online learning are noted. Furthermore, mention self-initiated learning (Doo et al., 2023). However,
articles exhibiting author bias are discussed, establishing it does refer to self-regulated, self-managed, and self-
why their research results are questionable. Finally, this monitored learning. On a thorough examination of the
discussion includes a section on the study’s limitations, article, it becomes evident that the authors perceive self-
which is derived from the results of this examination. directed learning as stemming from learning engagements
preferred by the students rather than the development of
4.1. Positive assessments for each of the three skills facilitated by teachers and parents, as emphasized in
variables Li et al. (2023). These authors focused on MOOCs, which
The articles that had a positive evaluation of all three they recognized as learning environments that provide
variables, namely, self-directed learning, online learning, learners with “unprecedented autonomy in learning.” It
and mental health of public school students during the is this autonomy afforded to learners within MOOCS

Volume 1 Issue 2 (2023) 6 https://doi.org/10.36922/ghes.1219