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Global Health Econ Sustain Self-directed learning supporting mental health

contended that this isolation inevitably led to negative When assessing the role of self-initiation in relation
mental health. They argued that the students’ perceived to self-directed learning, online learning, and the mental
negative mental health hindered their engagement with health of public school students during the COVID-19
self-directed learning, and online learning exacerbated pandemic, it is a limitation that only a few of the articles
their sense of isolation – providing the basis for their retrieved in the Google Scholar search on May 30, 2023,
negative assessments of both. However, by equating considered self-initiation. Out of the 21 articles that were
working independently with feeling isolated, these authors ultimately included, only 5 (Doo et al., 2023; Dwilestari
failed to consider the potential benefits of both self-directed et al., 2021; Li et al., 2023; Ong et al., 2022; Shao et al.,
learning and online learning, revealing their particular 2022) examined the role of self-initiation in self-directed
bias. Nevertheless, even though their primary focus was learning. Three of these articles provided positive
on isolation, these authors did report a recurring theme assessments for self-directed learning, online learning,
among students who recognized the advantages of self- and mental health (Doo et al., 2023; Li et al., 2023; Ong
directed learning. Still, they concluded their discussion by et al., 2022). However, Li et al. (2023) assumed a definition
characterizing self-directed learning as a “plight in solitary of self-directed learning that depended on teachers and
learning.” parents rather than self-initiation based on individual
learner preferences. Another study (Dwilestari et al., 2021)
Zhao et al. (2020), as discussed in Section 4.1, exhibit a viewed only self-directed learning and mental health as
bias in their assessment of self-directed learning, perceiving positive aspects of self-initiated learning. However, those
it as a form of self-controlled learning that relies on teacher surveyed students predominantly had poor internet
management. Given that this interpretation deviates from connections, leading to a negative assessment of online
the accepted definition of self-directed learning, it is learning. In contrast, the paper by Shao et al. (2022)
essential to assess and evaluate the article’s conclusions in considered self-initiated learning, and assessed all three
light of this perspective. variables as negative. As mentioned in the discussion,

4.4. Limitations this was because the authors recognized that few of the
students affected by the COVID-19 limitations were
The primary limitation of this research is its dependency on willing or able to self-initiate their learning. The limited
time-sensitive results, as the search was limited to Google number of articles retrieved in the Google Scholar search
Scholar, which represents a supplementary database. Had on May 30, 2023, that mention self-initiation concerning
the author opted for a scoping review, primary databases self-directed learning represents a limitation that warrants
would have been included, eliminating this limitation. further research in this area.
Moreover, the choice of conducting a systematic review
with a meta-analysis would have allowed for the inclusion of The lack of research on the effect of parental
relevant statistical analyses. Overcoming these limitations expectations on the mental health of students with respect
would be a valuable direction for future research in this to self-initiated self-directed online learning is a notable
area. limitation. Although it has been acknowledged that the
expectations of parents related to standardized learning
Another limitation is that the evaluation of articles can directly impact students’ mental health concerning
for the authors’ perspectives on self-directed learning self-directed online learning (Al-Adwan et al., 2022;
(particularly with respect to self-initiation of that Maltais et al., 2021), only 2 articles considered the role of
learning), online learning, mental health, and the role parental expectations as hindrances to self-directed online
of parental expectations, relied on the review conducted learning (Manoharan et al., 2022; Zhu et al., 2022). In
by the author of this paper. While this paper aimed for addition, there were only four papers that explored parent
objectivity, it is possible the author had an unrecognized support of self-initiated self-directed learning (Doo et al.,
cognitive bias (Neal et al., 2022). Such cognitive biases 2023; Dwilestari et al., 2021; Ong et al., 2022; and Shao
among researchers were identified in 8 of the 21 studies et al., 2022). Among these, the authors of Doo et al. (2023)
(38.1%) included in the examination (Chiu et al., 2021; provide insights into the type of support parents should
Harun & Abd Aziz, 2021; Li et al., 2023; Ong et al., 2022; offer to their children to promote self-initiated learning.
Perkins et al., 2021; Shepherd et al., 2021; Tacogue et al., However, they do not address the challenges associated
2022; Zhao et al., 2020). Various frameworks have been with maintaining standardized expectations, which can
developed to mitigate research bias. However, there is hinder self-initiated learning. In the study by Dwilestari
limited research on the efficacy of these models. Therefore, et al. (2021), although the role of teachers is mentioned
the recognition and reduction of cognitive bias remain in supporting learners initially reluctant to engage in self-
areas in need of further research (Neal et al., 2022). initiated learning, the paper lacks information regarding

Volume 1 Issue 2 (2023) 10 https://doi.org/10.36922/ghes.1219