Construct Validity of the Self-Directed Learning Readiness Scale

Abstract

The Self-Directed Learning Readiness Scale (SDLRS) was administered to 684 gifted students randomly selected from 1500 students enrolled in the Future Problem Solving for Gifted/Talented students. Teachers rated 569 gifted students on a Teacher Rating Scale (TRS) for students' abilities, skills, and motivations required for self directed learning. A principal component analysis of the SDLRS resulted in eight factors. These factors were labeled: attitude toward and joy of learning; self-confidence in abilities and skills for learning; complexity, adventure, and independence in learning; attraction to new and unusual situations; internal control; self-understanding; and responsibility for own learning. Another principal component analysis for the TRS resulted in one factor. The TRS total scores were correlated with the estimated eight SDLRS scores (using unit weights). Significant relationships were found between TRS scores and the first seven and total SDLRS scores. These results give some support for the validity of the SDLRS.