Self-Directed Learning, Friendship Quality, and Learning Styles Among Undergraduate Students in a Public University

Abstract

Independent learning can be challenging, even for highly skilled and motivated individuals. This study examined the learning preferences, friendship quality, and self-directed learning of undergraduate students. A cross-sectional descriptive survey was conducted with 290 respondents at a public university in Malaysia. Stratified random sampling was used, with the sample size for each stratum proportional to the measurement of the study. The survey questionnaire comprised the school inventory model, friendship quality inventory, and Self-Directed Learning Readiness Scale (SDLRS). The study revealed the surface-type learning style had the highest mean value (M=3.20), and the highest friendship quality was intimacy (M=3.17). 55% of students had a moderate level of self-directed learning. There was a significant relationship between self-directed learning and learning style (b = 0.52, p < 0.05) and friendship quality (b = 0.13, p < 0.05). The findings of this study also provide an opportunity for self-learning readiness in the context of teaching and learning through cooperation to achieve lifelong self-sufficiency in the need for knowledge and skills.