Abstract

Self-directed learning (SDL) is a critical approach that empowers learners to take initiative and engage actively in their educational journey. Although SDL has been extensively explored across educational contexts, its significance in the Malaysian higher education landscape warrants renewed attention. To address this gap, the present study investigates the extent to which autonomy, competence, and relatedness as proposed in Self-Determination Theory (SDT) influence SDL. A quantitative research design was employed, using validated instruments to collect data from 129 respondents. Findings revealed that the three psychological needs collectively explained 68.2% of the variance in SDL. Among these factors, autonomy emerged as the strongest predictor, underscoring its vital role in fostering students’ self-directed learning. Relatedness also showed a significant but moderate effect, while competence was not a significant predictor. These results highlight the importance of cultivating autonomy-supportive learning environments and fostering meaningful social connections, as the fulfilment of these psychological needs not only enhances intrinsic motivation but also equips students with the lifelong learning skills necessary for academic achievement and future professional success.