Abstract
The present study addresses the relationship between learner self-direction and other personality traits of college students when the traits represented by the five-factor model of personality are differentiated from narrow personality traits. Correlation and multiple regression analyses were used with a sample of 2,102 college students to examine the unique individual relationship between Big Five and narrow personality traits and learner self-direction. Analysis of the data revealed five significant part correlations between specific traits and learner self-direction. The part correlations for Work Drive (.310) and Openness (.207) were significantly higher than all other part correlations. Neither Conscientiousness nor Agreeableness had significant part correlations despite having significant zero-order correlations with learner self-direction. Extroversion did not have a significant zero-order correlation with learner self-direction but the part correlation was significant. Results were discussed in terms of the predictive relationship between personality variables and learner self-direction. Study implications, some limitations, and possible directions for future research were noted.
Highlights
Self-direction in learning has been a major topic in the field of adult learning for many years, with extensive coverage of the topic by theorists, researchers, and practitioners (e.g., Brockett & Hiemstra, 1991; Long & Redding, 1991). Long (2007) has identified several themes and measures of selfdirection in learning that have focused on psychological factors
Pearson’s product–moment correlation coefficients were calculated between learner self-direction and the Big Five traits as well as narrow traits of Work Drive and Optimism
In descending order of magnitude, the correlations with SelfDirected Learning were as follows: Openness (r = .43, p < .01), Agreeableness (r = .21, p < .01), Emotional Stability (r = .20, p < .01), Conscientiousness (r = .20, p < .01), Extroversion (r = .01, ns), and the narrow personality traits correlated significantly with learner self-direction, with the largest magnitude correlation observed for Work Drive (r = .49, p < .01), followed by Optimism (r = .31, p < .01)
Summary
Self-direction in learning has been a major topic in the field of adult learning for many years, with extensive coverage of the topic by theorists, researchers, and practitioners (e.g., Brockett & Hiemstra, 1991; Long & Redding, 1991). Long (2007) has identified several themes and measures of selfdirection in learning that have focused on psychological factors. If personality traits are relatively consistent for learners across situations and over time, and if learner self-direction changes across situations and over time, the most logical interpretation of why the personality trait–learner self-direction relationship is relatively consistent within and across disparate factors such as age and returning to college after a long break is because the personality traits are driving the relationship. This implies that other personality traits are affecting learner self-direction, not that learner self-direction is influencing other personality traits
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