The Effects of Pre-Service Primary Teachers’ Self-Directed Learning Ability on Academic Achievement and Class Satisfaction: Focusing on the Mediating Effect of Learning Flow

This study aims to establish the effect of self-directed learning ability on academic achievement and class satisfaction, with a particular focus on the mediating effect of learning flow. A survey was conducted among 164 pre-service primary teachers who participated in online English education classes. The data were analyzed using SmartPLS 4, a program that analyzes causal relationships between multiple variables. The results from the study showed that students' self-directed learning ability did not have a direct positive effect on academic achievement and class satisfaction; however, through the mediation of learning flow, students