Abstract
Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice.
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