Structural equation model explaining the relationship between psychological empowerment and lifelong learning through the mediation of resilience and self-efficacy

Document Type : Research

Authors

1 Ph.D. student, Department of Educational psychology، Faculty of Education and Psychology، Alzahra University،Tehran، Iran.

2 Associate Professor، in Department of Educational Psychology، Faculty of Education and Psychology، Alzahra University، Tehran، Iran.

10.30473/etl.2026.72633.4291

Abstract

ABSTRACT
The current research conducted to investigate the role of psychological empowerment, resilience, and self-efficacy on lifelong learning. The study's statistical population included private sector contract employees of Tehran province, aged 21-64 and graduates from diploma to doctoral levels, a total of 200 individuals were selected through available sampling. In terms of its purpose, the research method was applied and utilized a descriptive-correlational research approach, with the structural equations model. Data collection tools included psychological empowerment questionnaire by Thomas and Velthouse (1990), resilience scale by Connor and Davidson (2003), GSA 17 general self-efficacy questionnaire, and lifelong learning literacy questionnaire by Li and Tsai (2007). The findings indicated that the direct effect of the variables of psychological empowerment, resilience and self-efficacy on lifelong learning was significant. Additionally, the indirect effect of psychological empowerment on lifelong learning was significant when resilience and self-efficacy acted as mediators. Therefore, boosting psychological empowerment in employees, directly and through mediating variables of resilience and self-efficacy influences their lifelong learning.

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