[1] Braad, E., Degens, N., Barendregt, W. & IJsselsteijn, W. (2022). Improving metacognition through self explication in a digital self-regulated learning tool. Educational Technology Research and Development, 70, pp.2063-2090.
[2] Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
[3] Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey Bass.
[4] Chou, P.-N. & Chen, W.-F. (2020). Engagement in online learning: A comparison between learners in Asian and Western contexts. Journal of Educational Technology & Society, 23(4), pp.55-68.
[5] Etikan, I., Musa, S. A. & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), pp.1-4.
[6] Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
[7] Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), pp.18-33.
[8] Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale [Doctoral dissertation, University of Georgia]. University Microfilms International.
[9] Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
[10] Hosmer, D. W., Lemeshow, S. & Sturdivant, R. X. (2013). Applied logistic regression (3rd ed.). Wiley.
[11] Johnson, B. & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.
[12] Johnson, G. M., Archibald, A. & Tenenbaum, G. (2010). Self-regulated learning in digital environments. British Journal of Educational Technology, 41(3), pp.449-471.
[13] Joshi, A., Kale, S., Chandel, S. & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), pp.396-403.
[14] Lee, J., Lim, C. & Kim, H. (2019). The role of self-directed learning in online learning: A meta-analysis. Educational Technology & Society, 22(1), pp.1-14.
[15] Matell, M. S. & Jacoby, J. (1971). Is there an optimal number of alternatives for Likert scale items? Educational and Psychological Measurement, 31(3), pp.657-674.
[16] Nguyễn Văn Tính & Lê Thị Hương. (2022). Đánh giá năng lực tự học của sinh viên trong bối cảnh học trực tuyến. Tạp chí Khoa học Giáo dục Việt Nam, 18(2), pp.55-63.
[17] OECD. (2020). Skills for a digital world. OECD Publishing.
[18] Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). Routledge.
[19] Phạm Thị Nga & Nguyễn Thị Trang. (2022). Tác động của chuyển đổi số đến năng lực tự học của sinh viên. Tạp chí Khoa học Giáo dục Việt Nam, 20(3), pp.33-41.
[20] Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), pp.385-407.
[21] Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp.3-10.
[22] Tabachnick, B. G. & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson Education.
[23] Trần Minh Tuấn & Lê Quốc Nam. (2023). Tác động của phương pháp giảng dạy đến khả năng tự học của sinh viên. Tạp chí Khoa học Xã hội và Nhân văn, 6(1), p.52.
[24] UNESCO. (2020). Framework for lifelong learning in the digital era. UNESCO Publishing.
[25] UNESCO. (2023). AI and digital learning in higher education: Regional synthesis report for Asia-Pacific. UNESCO Publishing.
[26] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), pp.64-70.

