the relationship between self-directed learning and problem-solving: the mediating role of self-regulated learning and the moderating role of gender among university students

Objective: this study aimed to investigate the relationship between self-directed learning (sdl) and problem solving, with a focus on the mediating role of self-regulated learning (srl) and the moderating role of gender among iraqi university students.method: a correlational research design was employed. the statistical population included all the students of qadisiyah university in iraq in the academic year 2023-2024. a sample of 300 students were selected using a convenience sampling method. data were collected using the problem-solving inventory (cassidy long, 1996), the self-directed learning readiness scale (cheng, kuo, lin lee-hsieh, 2010), and the motivated strategies for learning questionnaire (pintrich de groot, 1990). data was analyzed using pearson correlation coefficient and structural equation modeling (sem) with spss and amos software.results: the results indicated a good model fit. sdl had a direct impact on problem solving. additionally, srl partially mediated the relationship between sdl and problem solving. however, gender did not significantly moderate the relationship between srl and problem solving.conclusions: the findings suggest that increasing sdl and srl among students can enhance their problem-solving skills.