Self-directed Learning Readiness Scale Scores Research Articles

Readiness for Self-directed Learning amongst First-year Medical Undergraduates in the Northern Part of Kerala, India: A Quasi-experimental Study

Introduction: The ability for independent learning is considered a critical component for university graduates to engage in continuous learning. Self-directed Learning (SDL) is necessary for learners to transition from passive to active learners. With the implementation of competency-based education, the concept of SDL is becoming increasingly important in undergraduate teaching. However, many students find the concept of self-learning unfamiliar, causing them undue anxiety. The improvement of lifelong learning thus depends critically on having an effective understanding of SDL skills. Aim: To assess the readiness for SDL and emphasise the need for assessing students’ readiness towards SDL. Materials and Methods: This quasi-experimental study involved 100 first-year medical students who provided informed consent. Readiness for SDL was determined using the Fisher SDL Readiness Scale (SDLRS). An SDLRS score of >150 is considered an acceptable level of SDL readiness. Six SDL sessions were conducted, and participants were assessed based on their performance in SDL. The study participants were grouped as high, mid, and low achievers, and their SDLRS scores were correlated. The data obtained were statistically analysed using descriptive and inferential statistics. Results: The median SDLRS score was 149, with 54 (54%) of students scoring below the acceptable level of 150. The median scores for the subscale of self-management were statistically high (p-value<0.001) among the high achievers. The SDLRS scores and SDL session test scores of the three groups of students showed a significant moderate positive correlation (r-value=0.356, p-value<0.001). Conclusion: The present study concluded that 54% of medical students scored below the acceptable level on the SDLRS, and there was a moderate positive correlation between SDLRS scores and SDL session test performance.

Self-directed learning readiness in MBBS students of private medical college in Bengaluru

Background: Self-directed learning has been recognized as a process in which students take initiative and responsibility for their own learning and curriculum based medical education also focuses on self-directed learning skills that medical students must inculcate to enable lifelong learning throughout their career. Aim and Objectives: This study intends to measure the self-directed learning readiness of the MBBS students and also to identify if there is any association between the self-directed readiness and student’s demographic characteristics. Materials and Methods: 644 medical students of Kempegowda Institute of Medical Sciences at all levels of training participated in the study and their self-directed readiness was assessed using self-directed learning readiness scale (SDLRS) designed by Fisher et al. in 2001. Results: The SDLR score was 147.35 ± 19.92 with 54.27% students scoring <150 indicating inadequate readiness. Among the three domains, the desire for learning score was the least with a mean of 43.68 ± 9.54. There was a significant drop in the mean SDLRS scores over the years of training. Conclusion: The reason for the progressive decrease in the SDLRS scores over the years of training could be because students focus mainly on passing exams with high grades rather than seeking knowledge. The results also point out that to promote SDL among students, we may need to change our current teaching and learning strategies.

Self Directed Learning Behaviour- Impact of E-Learning Activity on Students

Introduction: Self-Directed Learning (SDL) skills are essential for medical graduates for enabling them to engage in continuous learning during their medical practice. Aim: To assess the impact of E-learning activity on SDL readiness among second year MBBS students. Materials and Methods: The single group pre-test/post-test experimental study was conducted at Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair. The Self-Directed Learning Readiness Scale (SDLRS) was administered to 87 fifth semester MBBS students, after obtaining informed consent. The Google website- www.sites.google.com/view/e-learningpharmacology was created and an interactive Power Point presentation along with practice set was uploaded daily for six days. The students were instructed to visit the site daily and complete the practice questionnaire. Post-test and E-learning perception questionnaire was administered after completion of E-learning activity. The data analysed using Statistical Package for Social Sciences (SPSS) version 20 software. Results: Total 87students (60% female and 40% male) participated. There was a statistically significant difference between total SDLRS scores (p<0.05) and other subscales i.e., Critical Self Evaluation (CSE) (0.007), Learning Self Efficacy (LSE) (0.003) and Effective Organisation of Learning (0.001) of the pre and post-test scores. For E-learning activity perception questionnaire, mode was observed to be 4 for 5 out of six items. Conclusion: The results of the study showed that E-learning activity influences SDL readiness among students. The E-learning activity was well perceived by study participants.

The Relationship Between Independent Study Time, Self-Directedness, and Language Gain

This paper examines the links between independent study time inside and outside a self-access centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these data were compared to changes in pre- and post-study Test of English for International Communication (TOEIC) reading and listening scores. The analysis showed that there were few statistically significant correlations between most of the data. The results suggest that SDLRS score predicts independent language study time and that language students with high self-directedness are less likely to require the support of a self-access centre. The authors recommend further research and that future studies use different measures of language gain that are criterion-referenced and cover more language skills, and examine the types of learning activities carried out rather than just the amount of time spent.

Does group cohesion foster self-directed learning for medical students? A longitudinal study

BackgroundThe importance of self-directed learning (SDL) and collaborative learning has been emphasized in medical education. This study examined if there were changes in the pattern of SDL and group cohesion from the time of admission to medical school under the criterion-referenced grading system, increased group activities, and interaction of medical education curriculum. Second, it was examined whether group cohesion influences self-directed learning.MethodsThe participants were 106 medical students (71 males, 35 females) who enrolled in Yonsei University College of Medicine in Seoul, South Korea in March 2014. They were asked to complete a Korean version of the self-directed learning readiness scale (SDLRS) and group cohesion scale (GCS) at the end of each semester for three years. A repeated measures ANOVA and a correlation and regression analysis were conducted.ResultsAll the participants completed the questionnaires. There were differences in the SDLRS scores over the three years. A significant increase was observed one year after admission followed by stable scores until the third year. There was a significant increase in GCS scores as students progressed through medical school years. Positive relationships were found between SDLRS and GCS scores, and the regression model predicted 32% variance.ConclusionsSDLRS and GCS increased as medical school years progressed. In addition, GCS is a significant factor in fostering SDLRS. Medical schools should develop various curriculum activities that enhance group cohesion among medical students, which would in turn promote SDL.

A knowledgebase to promote self-directed learning among postgraduate trainees of MSc in Biomedical Informatics degree program in University of Colombo, Sri Lanka

Introduction: Biomedical Informatics degree program was formulated by the Postgraduate Institute of Medicine, University of Colombo to develop medical professionals with digital health competencies to help the digital reforms in Sri Lankan health sector. Medical professionals are expected to have lifelong learning for professional development and for being up to date where Self-Directed Learning (SDL) is considered pivotal. Knowledgebase which includes document repository and discussion forum provides the platform for improving SDL related to biomedical informatics body of knowledge, facilitating collaborative learning and allowing long term knowledge management. Methods: Participatory action research was conducted among the postgraduate (Pg.) trainees who currently enrolled and completed the biomedical informatics degree program. Knowledgebase, a web-based SDL platform using Flask (Python) micro framework was introduced as the intervention and its development was guided by the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. Validated questionnaires were used as data collection tools. The analysis was done with the pre-implementation stage questionnaire by assessing the SDL practices and requirements for the knowledgebase. The evaluation was done on the knowledgebase users with post-implementation stage questionnaire including the Self Directed Learning Readiness Scale (SDLRS) by Fisher et al. SDLR was assessed along with the improvement of SDL and the relationship of socio-demographics with SDLRS scores. Descriptive and inferential statistics were used for data analysis. Results: Ninety per cent out of 52 participants confirmed the need for a web-based SDL platform at the pre implementation stage. Internet and peers were the main resources used for SDL. Twenty-three (response rate=82%) knowledgebase users participated in the post implementation stage. Nineteen (82%) confirmed that the knowledgebase improved their SDL. Mean SDLRS score was 153.83 with highest for self-control (58.52) and lowest for self-management (45.74) subscales. Around 65% had high SDLRS scores (above 150 out of 200). Statistically significant (p Conclusions: High level of SDLR was present among the majority of the knowledgebase users which was known to enhance web-based learning. Knowledgebase platform was perceived to improve the SDL among the Pg. trainees, therefore, web-based learning will augment SDL. Attention should be paid to improve self-management among the Pg. trainees of the biomedical degree program to further improve SDL.

Self-directed learning readiness and learning styles among Taibah nursing students

Background: Advancements in nursing education programs stimulate the modifications in teaching and learning approaches to enhance nursing students' capabilities. Assessing students' learning styles and readiness to learn are essential components to guide such changes. Aim: This study aims to determine the nursing students' readiness for self-directed learning (SDL) and their learning styles. Methods: A cross-sectional descriptive, analytical research design was utilized in the present study. Two-hundred and thirteen nursing students studying two programs (regular and bridging) responded to the study instruments: demographics, SDL readiness (SDLR), and student-recorded responses to an online visual, aural/auditory, read/write, and kinesthetic (VARK) survey. Statistical analysis was performed using SPSS (version 20) to identify the descriptive and bivariate outcomes. Results: The response rate was 76%. Learning style results showed that aural, read-write, visual, and kinesthetic learning styles accounted for 19.7%, 8.5%, 6.6%, and 25.8% of participants, respectively. Desire for learning subscales were statistically significant for gender (t = 1.985, P = 0.048), academic level (F = 2.969, P = 0.033), and mode (t = 3.610, P = 0.001). The overall SDLR scale scores were significant for residence (t = 4.938, P = 0.001) and learning style (F = 5.197, P = 0.002). Conclusion: The study revealed that participants prefer to learn using unimodal VARK modalities, and the dominant learning style was kinesthetic. The participants' level of readiness for SDL and their self-control were high compared to the other SDLR subscales. The results showed a significant connection between the participants' learning styles and the variables of their readiness for SDL.

Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them.

The influence of anatomy app use on chiropractic students' learning outcomes: a randomised controlled trial.

BackgroundAnatomy apps supplement traditional learning; however, it is unknown if their use can improve students’ outcome. The present study examined whether the use of anatomy apps improved student performance on a neuroanatomy assessment.MethodsSecond-year anatomy students, enrolled in a Bachelor of Science with Chiropractic Major program, were randomly allocated to experimental and control groups in July 2015. Students completed the Self-Directed Learning Readiness Scale (SDLRS). The experimental group had access to iPads with four anatomy apps for three weekly classes (1.5 h each). One week after the last class, students were assessed by an online 30-question neuroanatomy test. Linear regression was used to examine the association between test scores and app use, gender, previous anatomy unit score and SDLRS scores. Students’ views on apps were collected by focus group discussion immediately after the test.ResultsCompleted questionnaires were obtained from n = 25 control and n = 25 experimental students. There was no association between app use and neuroanatomy assessment score (B = 1.75, 95 % CI: -0.340-3.840, p = 0.099). Only previous anatomy unit score (B = 0.348, 95 % CI: 0.214-0.483, p < 0.001) affected neuroanatomy assessment scores. Students favored apps with clinical images and features including identification pins, sliding bars and rotatable 3D images.ConclusionsApp use did not enhance learning outcomes in a second-year anatomy unit.

Finding self-directed learning readiness and fostering self-directed learning through weekly assessment of self-directed learning topics during undergraduate clinical training in ophthalmology.

Background:To know the individual’s current level of readiness and to manage self-directed learning (SDL) not only help learners but also the instructors. The objectives of this study were to find SDL readiness among 4th year medical student and to analyze the effect of weekly assessment of SDL topics.Methodology:This was a cross-sectional study to analyze the effect of weekly assessment of SDL topics in fostering SDL. The 51 4th year students during a clinical posting in ophthalmology participated for this study. Each recruited student was tested for SDL readiness through the SDL readiness scale (SDLRS) developed by Lucy Guglielmino (1978), which was validated in our local setting and responses were collected from students on the 1st day of the clinical posting. The students chose SDL topics which were assessed on a weekly basis in the form of scenario-based multiple choice questionnaires. Written feedback was collected from each student regarding such activity during their clinical posting, especially to know the actual utilization of SDL hours provided in teaching schedule, satisfaction on the type of questions and motivation for SDL.Results:The mean SDLRS score in male students were 214.15 ± 19.73 and in female 207.95 ± 17.983, which falls under average score as defined in Guglielmino scale. The majority of study population expressed better utilization of SDL study hours because of weekly assessment than when they had no assessment for SDL.Conclusions:Majority of the study population were found to be ready for SDL. The weekly assessment of SDL topics was found to stimulate proper utilization of SDL slots in teaching schedule thereby fostering SDL habits.

Self-directed learning readiness (SDLR) among medical students: a questionnaire-based study from an Indian medical school

Self-directed learning (SDL) prepares medical students for life-long learning which is required to keep up with the continuous advances in medicine and technology. Most of the medical schools in India adopt teacher-driven learning. This prompted us to assess the readiness for SDL among undergraduate medical students in different years of study and to find out if there is any correlation with academic performance. The newly developed 40-item 3-factor Fisher self-directed learning readiness scale (SDLRS) that has been construct and content validated among health-care students was used. Cronbach’s alpha co-efficient was >0.8. The mean and the median SDLRS scores (n=440) were 144.6 (SD=17.4) and 146 respectively. Overall, 38% scored above 150 implying high readiness for SDL. Scores were higher among girls compared to boys (146.7 and 141.35; p=0.002); among first (145.2) and final year students (146.3) compared to other year students (144.4 and 142.1); and for self-control (56.9) and desire for learning (45) attributes compared to self-management (42.8). Though the percentage marks in exams were higher among high readiness group (SDLRS score >150) the difference was not statistically significant implying that SDLRS is related to the learning process whereas exams assess content knowledge. However, other tools such as 360 degree feedback could assess the correlation better.

Changes in Self‐Directed Learning Readiness in Dental Students: A Mixed‐Methods Study

The purpose of this study was to identify changes in dental students' self-directed learning (SDL) readiness during their education. Guglielmino's SDL readiness scale (SDLRS) was completed at admission by dental students at the University of Saskatchewan and at the end of each year of training. The response rates varied from year to year. Between twenty-seven and thirty students completed the questionnaire each year at admission (93-100 percent of the entering class). The numbers of participants were lower in succeeding years: numbers used for analysis ranged from eleven to twenty-six; years in which fewer than eleven students participated were not included in the analysis. At admission, the students' mean SDLRS score was 228.98 (on a scale from 58 to 290, with 290 the highest); this score was higher than that of the average adult population (214±25.59). There was no significant effect of years of predental education, prior unsuccessful applications to dental school, interview scores, age, or admission test scores. There was a significant drop in SDLRS scores at the end of the first year for most of the cohorts (p<0.001). In addition to the questionnaire part of the study, two instructors and five first- and second-year students participated in focus groups. Those results showed that the individuals defined SDL narrowly and had similar perceptions of curricular factors that affect SDL readiness. The drop in scores one year after admission and lack of change with increased training suggests that current educational interventions may require re-examination and alteration to those that promote self-direction.

Does Medical Training Promote or Deter Self-Directed Learning? A Longitudinal Mixed-Methods Study

The School of Medicine, University of Saskatchewan curriculum promotes self-direction as one of its learning philosophies. The authors sought to identify changes in self-directed learning (SDL) readiness during training. Guglielmino's SDL Readiness Scale (SDLRS) was administered to five student cohorts (N = 375) at admission and the end of every year of training, 2006 to 2010. Scores were analyzed using repeated-measurement analysis. A focus group and interviews captured students' and instructors' perceptions of self-direction. Overall, the mean SDLRS score was 230.6; men (n = 168) 229.5; women (n = 197) 232.3, higher than in the average adult population. However, the authors were able to follow only 275 students through later years of medical education. There were no significant effects of gender, years of premedical training, and Medical College Admission Test scores on SDLRS scores. Older students were more self-directed. There was a significant drop in scores at the end of year one for each of the cohorts (P < .001), and no significant change to these SDLRS scores as students progressed through medical school. Students and faculty defined SDL narrowly and had similar perceptions of curricular factors affecting SDL. The initial scores indicate high self-direction. The drop in scores one year after admission, and the lack of change with increased training, show that the current educational interventions may require reexamination and alteration to ones that promote SDL. Comparison with schools using a different curricular approach may bring to light the impact of curriculum on SDL.

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students (n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students (n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high (P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics. The mean SDLRS score was 148.6 ± 13.8. Sixty-eight students (44%) scored > 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.

Short-Term Outcomes Of A Near-Full PBL Curriculum In A New Taiwan Medical School

Problem-based learning (PBL), which incorporates principles of adult learning, is an important innovation in medical education. The use of PBL in health professional curricula is becoming more widespread. The curriculum design and the ways of implementing PBL are different among schools. More evidence is needed before a full PBL curriculum can be successfully implemented in an Asian medical school. Fu Jen Medical School is the first school in Taiwan to adopt a near-full PBL approach for the 3rd and 4th year curriculum (the medical education in Taiwan is mostly a 7-year undergraduate program). Fu Jen Medical School launched the interdisciplinary case-based, small group learning and integrated curriculum in 2002. This study investigated the short-term outcomes of this PBL curriculum, evaluated from several aspects. First, the self-directed learning readiness of the medical students before and after they entered the PBL curriculum was investigated using the Self-Directed Learning Readiness Scale (SDLRS). Second, semi-structured qualitative interviews were conducted with 5th and 6th year medical students and clinical instructors to understand the impact of PBL on the learning of clinical medicine. Finally, the passing rates in the Taiwan Medical Licensure Examination were compared with those of other medical schools in Taiwan. After 1 year of PBL, medical students at Fu Jen Medical School showed significant increases in the total SDLRS score, and in the subscores for learning strategy and self-assessment. These changes persisted until the end of 2 years of PBL. Students in their clinical years claimed that they were more active in learning, and had better learning skills and confidence in self-directed learning as compared with students from lecture-based curricula. PBL helps their clinical reasoning process, self-directed learning abilities and the use of knowledge in basic science to explain the clinical problem. On the other hand, the students thought that PBL had limited breadth and depth in clinical medicine and could not give them enough confidence in facing the national licensure examination. The initial batches of medical students (students from the first three cohorts) had the highest passing rate for Part 1 (basic sciences in medicine) and students from the first two cohorts had a 100% passing rate for Part 2 (clinical medicine) of the Taiwan Medical Licensure Examination. A near-full PBL curriculum in Asian medical schools is feasible and could encourage students to improve their self-directed learning abilities, learn adequate knowledge in basic sciences, and experience positive effects on learning clinical medicine. Better preparation of students for integrated learning of basic and clinical sciences are still needed, as is an emphasis on tutor training to improve the effectiveness of tutorial discussions.

Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written Examination Assesses?

Purpose: This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. Methods: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression. Results: SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. Conclusions: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.

Self‐directed Learning Readiness Among Engineering Undergraduate Students

AbstractTwo studies related to readiness for self‐directed learning of engineering students were performed using the Self‐directed Learning Readiness Scale (SDLRS). A cross‐sectional study of students in the first through final years of study showed that their SDLRS scores are significantly correlated with academic year of study and with grade point average, but not with gender. However, neither academic year of study nor grade point average is a good predictor of SDLRS scores; together they account for less than 5 percent of the observed variance. A second study investigated the effect of a problem‐based learning experience on students' readiness for self‐directed learning. It showed that the average readiness for self‐directed learning increased significantly for students in the problem‐based learning courses. However, investigation of the changes for individual students revealed that only nine of eighteen students showed significant increases in their SDLRS scores, and two showed significant decreases. Potential underlying causes are explored.

The factor structure of the self-directed learning readiness scale

The factor structure of the Self-Directed Learning Readiness Scale (SDLRS) was investigated for Afrikaans and English-speaking first-year university students. Five factors were extracted and rotated to oblique simple structure for both groups. Four of the five factors were satisfactorily replicated. The fifth factor appeared to be a methodological artefact and was loaded by items that need to be reverse scored. Second-order factor analyses revealed a single higher-order construct underlying responses to the SDLRS items for both groups. This construct is presumed to reflect readiness for self-directed learning. A factor extension analysis showed that the majority of the individual items relate satisfactorily to the higher-order construct measured by the SDLRS. It is recommended that until more information on the meaning and validity of the first-order factors is obtained, interpretations of SDLRS scores should be done at the higher-order level. South African Journal of Higher Education Vol.15(3) 2001: 119-130

Self‐directed learning readiness and occupational categories

AbstractThis study examines the relationship between readiness for self‐directed learning as measured by the Self‐Directed learning Readiness Scale (SDLRS) and occupational categories at a large manufacturing firm. The sample consisted of 607 respondents who included managers and nonmanagers. Nine occupational categories were examined. ANOVA tests resulted in statistically significant differences among the mean SDLRS scores below the .001 level The highest mean scores were in the sales area. Managers scored significantly higher than nonmanagers at the .005 level.