Identification of the Cause-and-Effect Chain (Reciprocal Relationships) of the Components Explaining the Impact of Scaffolding on Time Management, Self-Directed Learning, and Educational Quality in Lower Secondary School Students

Abstract

This study investigates the cause-and-effect chain of factors explaining the impact of scaffolding on time management, self-directed learning, and educational quality among lower secondary school students through an exploratory mixed-methods approach. A systematic literature review was conducted, selecting relevant studies and research models. The qualitative phase involved academic and organizational experts, while the quantitative phase included 11,836 students from urban and rural schools in Qaemshahr during the 2021-2022 academic year. In the qualitative phase, 20 participants were selected through purposive sampling, while 372 students were chosen using stratified random sampling for the quantitative phase. Additionally, 15 participants were selected for the cause-and-effect chain analysis using purposive sampling. Data collection methods included Delphi technique with structured checklists analyzed via SPSS, structural equation modeling using Smart PLS, and the DEMATEL method for cause-and-effect analysis. Findings from the qualitative phase identified six scaffolding components: cognitive, metacognitive, motivational, technical, cognitive-metacognitive, and procedural. Time management included goal setting, organization, delegation, control, interpersonal communication, and decision-making. Self-directed learning comprised self-management, motivation, self-control, self-efficacy, initiative, student participation, knowledge sharing, and technology use. Educational quality encompassed teacher performance, teaching-learning processes, resources, educational climate, curriculum content and relevance, evaluation systems, and resource management. Quantitative results demonstrated significant impacts of scaffolding on educational quality, time management, and self-directed learning. Time management and self-directed learning also significantly influenced educational quality, serving as mediators in the research model. The cause-and-effect analysis revealed that cognitive-metacognitive scaffolding, time control, student participation, and teacher performance were the most influential factors. The systematic review assessed study quality using the Glyn method, with article scores ranging from 75 to 86. Validity and reliability were confirmed using content, construct, and composite reliability methods. The findings provide valuable insights for improving educational quality through scaffolding interventions.