Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability

Mohammed Abdullatif Almulla () and Waleed Mugahed Al-Rahmi
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Mohammed Abdullatif Almulla: Department of Curriculum and Instruction, Faculty of Education, King Faisal University, Al Ahsa 31982, Saudi Arabia
Waleed Mugahed Al-Rahmi: Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Skudai 80990, Malaysia

Sustainability, 2023, vol. 15, issue 5, 1-26

Abstract: E-learning is expected to become a common teaching and learning approach in educational institutions in the near future; thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students’ learning performance through the use of e-learning in Saudi Arabia’s higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia’s top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students’ ability to learn in Saudi Arabia’s higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia.

Keywords: social cognitive theory; learning input factors; learning performance; structural equation modeling (SEM) (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (9)

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