The mediation role of transactional learning

The relationship between students' perceived lecturer competency, learning readiness, and academic resilience’

Bibliographic Data

ID13899375
AuthorsDian Veronika Sakti Kaloeti (0000-0001-9980-7338, Diponegoro University, corresponding author), Galang Lufityanto (0000-0003-2881-4949, Wenzhou-Kean University), Marina Baroni (0000-0003-3017-3765, University of Florence), Mirko Duradoni (0000-0001-8272-9484, Mercatorum University)
Year2025
Volume30
Issue1
Publication date2025-12-07
Open AccessYes
TypeARTICLE
VenueInternational Journal of Adolescence and Youth (JOURNAL)
Journal identifiersISSN: 0267-3843 • E-ISSN: 2164-4527
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/02673843.2025.2596657
OpenAlexW4417101278
LanguageEN
References cited60

This study examines the the role of the transactional learning model as a mediator between lecturer competence, learning readiness, and academic resilience among undergraduate students. Using a quantitative design with 1.038 participants selected thorugh random sampling four instruments were used: the Self-Directed Learning Readiness Scale, Learning Model, Academic Resilience, and Lecturer Competence scale. Results found that lecturer competence positively influences learning readiness and the learning model with learning readiness mediating this relationship. Lecturer Competence also significantly predicts academic resilience, indicating its central role in fostering both readiness and resilience. This finding suggest that higher education institutions should strengthen lecturer competence and promote collaborative, transactional learning environment to enhance students' readiness and resilience in academic settings

Competence (human resources · Experiential learning · Learning environment · Mediation · Transactional analysis · Transactional leadership · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Resilience and Mental Health

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Open DOIOpen Access