Levels Of Self-directedness Research Articles

Socio-Demographical Variables as Predictors of Academic Self-Directedness

This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners’ support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners’ high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students.

Investigating EFL students’ self-directed learning: Evidence from a state university during Covid-19 pandemic

Self-Directed Learning (SDL) occupies a strong position in language education in many countries. Yet, little evidence has been given on this approach among English majors in the setting of Vietnam. The current cross-sectional study, therefore, is an effort to fill up the gap by exploring students’ levels of self-directedness in learning and their correlation with academic performance at a state university. The study employed the Self-Rating Scale of Self-Directed Learning (SRSSDL) with five domains consisting of 60 items developed by Williamson (2007) to get responses from 90 English-majored students of 04 cohorts. The data were then analyzed through SPSS, using Independent-sample T-test and One-way ANOVA. Results of the study evidenced that (1) Investigated students were found to be at moderate and high levels of SDL, (2) No difference in SDL scores was found between male and female students, (3) No considerable difference in SDL scores was found among students of different academic years in the same program, (4) There was a direct correlation between students’ SDL level and their academic performance. Based on the findings, recommendations are well elaborated as references for teachers who are considering leveraging their students’ self-directedness in learning. The study hopefully contributes to the existing literature on self-directed learning in language education.

Exploring The Relationship between Professional Development Attitudes, Activities and Self-Directed Learning Readiness of EFL Instructors

With regards to gender, the research study aims to investigate the relationship between teachers' engagement in professional development activities, their attitudes towards professional development, and their readiness for self-directed learning. The study is designed in both correlation model and descriptive comparative model. The research sample is composed of 271 instructors of the English language working at state universities in Ankara. To collect the data, three questionnaires which are the scale of continuous professional development activities developed by De Vries et al. (2013), the attitude about professional development scale developed by Torff et al. (2005), and the self-directed learning readiness scale developed by Fisher et al. (2001) are used. SPSS 22 is used to analyze data and the results indicated that the level of participation of instructors in continuous professional development activities is not high. Besides, collaborative activities are the least preferred ones while reflective activities are the most preferred ones. The analysis of results also shows that the instructors have positive attitudes towards professional development while their attitudes did not differ significantly in terms of gender. Finally, it has been found that instructors’ levels of self-directedness are high and it does not differ significantly in terms of gender, the attitudes towards professional development activities, and self-directed learning readiness together exhibited a significant relationship with participation in all continuous professional development activities.

Understanding the well-being of dentistry students.

The transactional model of stress is a framework describing the process for coping with stressful events as a relationship between the individual person and environment. This study aimed to investigate the associations between personality, learning environment and experiences of mental health for a cohort of Australian dentistry students. Students were invited in 2017 to complete an online questionnaire including the Depression, Anxiety and Stress Scale (DASS-21), The Dundee Ready Education Environment Measure (DREEM) and Cloninger's Temperament and Character Inventory (TCIR-140). Students were followed-up one year later, and generalised estimating equations were used. A total of 219 (response 73.5%) students participated in the study. Two personality profiles of dentistry students were identified. Group 1 were significantly higher in the traits persistence, self-directedness, cooperativeness and reward dependence, whereas Group 2 were significantly higher in harm avoidance. Students with Group 2 personality had a 3.12 (CI:1.72-5.65) increased odds of depression compared to Group 1 students. Compared to students with positive perceptions of the learning environment, students with negative perceptions had increased odds of stress (3.48, CI: 1.85-6.53), depression (2.71, CI: 1.57- 4.65) and anxiety (2.59, CI: 1.56-4.28). Students with personalities high in levels of self-directedness, cooperativeness and persistence and low in harm avoidance, as found in Group 1, demonstrate high levels of general well-being. Positive perceptions of the dentistry learning environment were found to be an important influence on students stress. This study highlighted a number of factors important to student well-being and provides direction for further investigation of interventions aimed at enhancing student well-being.

O Processo de Aprendizagem de Alunos de Turismo e Hotelaria Sob a Perspectiva Andragógica

Crianças, adolescentes e adultos possuem modos diferenciados de aprender, tornando necessária a utilização de abordagens específicas em seus processos de aprendizagem. Considerando o nível de maturidade e autodirecionamento que os adultos tendem a possuir na medida em que vão se desenvolvendo e vivenciando experiências, percebeu-se a necessidade de uma abordagem que considerasse essas diferenças individuais no processo de aprendizagem, fazendo emergir a andragogia - a arte e a ciência destinada a auxiliar os adultos a aprender e a compreender o processo de aprendizagem. Com efeito, este estudo tem como objetivo central analisar a percepção dos discentes de turismo e hotelaria sobre sua atuação em seu processo de aprendizagem, tendo como base o modelo andragógico desenvolvido por Knowles, Holton e Seanson (2011). Buscou-se verificar o perfil de discentes de cursos de bacharelado em turismo e hotelaria e analisar o nível de autodirecionamento (autonomia e independência) desses alunos em seu processo de aprendizagem com base nos princípios andragógicos. Como procedimentos metodológicos, realizou-se uma pesquisa survey com 60 discentes dos cursos de hotelaria e turismo da Universidade Federal da Paraíba – UFPB, utilizando como instrumento uma escala de 5 pontos que versava sobre a concordância desses alunos em relação aos itens. Os dados foram analisados a luz da teoria base. Como resultados, evidencia-se que os alunos que participaram desta pesquisa possuem, na percepção dos mesmos, características como autonomia, autodirecionamento e apresentam níveis de independência enquanto sujeitos em processo de formação e de desenvolvimento de competências, o que revela a necessidade de repensar a formação profissional para melhor aproveitar essas características. Por fim, destaca-se a importância da utilização de uma metodologia de ensino que possibilite abertura para os alunos adequarem seu processo de aprendizagem a sua forma particular de estudar e aprender.

Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase

There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the correlations between factors and subscales of metacognitive awareness, levels of self-directedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.

Factrs Influencing Agricultural Leadershp Students' Behavioral Intentions: Examining the Potental Use of Mobile Technology in Courses

Mobile technology is pervasive at institutions across the U.S. The study was framed with self-efficacy theory, self-directed learning theory, and the unified theory for acceptance and use of technology. The purpose of this study was to assess undergraduate students’ behavioral intention towards mobile technol- ogy acceptance in agricultural education courses. The population was undergraduate agricultural lead- ership students (N = 687) in a department of agricultural education at a land-grant university. Random sampling was employed to assist the researchers in answering the study’s objectives and to generalize findings to the target population. Survey research was employed as the data collection method and de- scriptive statistics, correlations, and multiple regression were implemented to analyze the data. Three hundred forty-four students were surveyed and 88.10% (n = 303) of the sample responded to the survey. Self-efficacy, level of self-directedness, and GPA explained 32% of the variance of students’ behavioral intention to use mobile technology. The data suggested students are accepting the use of mobile technolo- gy in academic settings to enhance learning. By developing a better comprehension of factors that influ- ence student’s behavioral intentions with mobile technology, institutions may improve student learning and better assist institutions achieve strategic objectives through disseminating institutional information with mobile technology.

The Relationship between Students’ Leadership Style and Self-Directed Learning Level

Leadership is a versatile process that requires working with others in personal and professional relationships to accomplish a goal. Cultivating leadership skills is important for students who are developing professional competencies. Leadership characteristics and abilities should be evaluated to assist in learning student traits to better prepare students for their professions. This study examined the relationship between students’ leadership style and self-directed learning levels. This was a descriptive and correlational study with undergraduate students enrolled in agricultural leadership courses (N = 138). The theoretical framework for this study was based on transactional and transformational leadership theory, self-directed learning theory, and andragogy. Students were more oriented toward relationship leadership style versus task orientation. Task oriented leadership style was found to be correlated with students’ self-directedness levels. Professional development specialists and human resources trainers should develop comprehension on the effects of how employee leadership style may influence other job performance variables. Agricultural leadership researchers and practitioners should gain a better understanding of variables that may affect students’ leadership styles in order to best prepare students for future leadership oriented careers. Agricultural education faculty could gain a better understanding of the academic and professional leadership experiences that most interest students.

Eating Disorders and Pathological Gambling in Males: Can They Be Differentiated by Means of Weight History and Temperament and Character Traits?

In the present study, we investigated whether binge/purge eating disorders (ED) and pathological gambling (PG) in males can be differentiated by means of weight history and temperament and character traits. We investigated 43 male ED patients, 46 pathological gamblers and 46 healthy controls (HC) by means of lifetime weight information and the Cloninger's Temperament and Character Inventory-Revised (TCI-R). The MANCOVA results showed that ED patients showed significantly more lifetime weight fluctuations compared with PG and HC after controlling for age. Additionally, both ED and PG patients showed significantly higher scores on Harm Avoidance and lower Self-Directedness compared with HC. Results of a multinomial logistic regression showed that ED versus HC membership was determined by more weight fluctuations and lower Self-Directedness; whereas ED versus PG membership was determined by more weight fluctuations. Finally, PG versus HC membership was characterized by more Harm Avoidance, Novelty Seeking, and Persistence, and less Self-directedness. Given that both patient groups were characterized by low levels of Self-Directedness (i.e., low levels of effortful or executive control), they can benefit from training in self-regulation; and in PG patients special attention needs to be given on the training of behavioral control in the presence of novel and rewarding stimuli.

Personality trait interactions in parents of patients with borderline personality disorder: A controlled study using the Temperament and Character Inventory

Family environment is a pathogenic factor of borderline personality disorder (BPD). However, the personality traits of patients with BPD and their parents have never been assessed using the same instrument and then examined for relationships. In the present study, we explored the temperament and character traits of BPD patients and their parents to investigate possible interactions. In total, 56 patients with BPD and their parents were evaluated with the Temperament and Character Inventory (TCI) and compared with 53 control families. Discriminant and correlation analyses indicated that subjects with BPD displayed higher levels of novelty seeking, harm avoidance, and self-transcendence and lower levels of self-directedness than control subjects. Their fathers displayed higher levels of novelty seeking and lower levels of persistence and self-directedness, and their mothers displayed lower levels of self-directedness compared with levels in control parents. In BPD families, temperament and character traits displayed high levels of discriminatory power. Novelty seeking in offspring with borderline personality disorder was significantly correlated with their mothers' novelty seeking and their fathers' self-transcendence. Self-directedness in borderline offspring was significantly correlated with both their mothers' and fathers' novelty seeking, and their self-transcendence was significantly correlated with their mothers' novelty seeking and harm avoidance. The different correlational pattern for borderline and control families is discussed. Characteristic personality patterns were found in BPD offspring and in both parents. The relationship between personality traits of borderline offspring and those of their parents may be related to both genetic transmission and family dynamics. Ramifications for treatment are discussed.

Zelfsturing in leren en loopbaan als predictoren van employability bij laaggeschoolde werknemers

Self-directedness in learning and career as predictors of employability in low-qualified employees Self-directedness in learning and career as predictors of employability in low-qualified employees I. Raemdonck, A. de Grip, M. Segers, J. Thijssen & M. Valcke, Gedrag & Organisatie, volume 21, November 2008, nr. 4, pp. 386-405 Few researchers have devoted attention to the role of self-directedness in maintaining employability. This study examines the relationship between self-directedness in learning and in career and employability of low-qualified employees. We report the results of a one year follow-up study of 284 low-qualified employees. The results show that the highest chance for a vertical job change is found in those employees who show higher levels of self-directedness in learning and in those employees who show higher levels of self-directedness in their career. The chance of having no turnover intention and no future turnover behavior is found in those employees who show higher levels of self-directedness in their learning and in those employees who show lower levels of self-directedness in their career. No relationship was found between self-directedness and job tenure.

Personality and Defense Mechanisms in Late Adulthood

Current understanding of the use of psychological defense mechanisms (DMs) in older adults is limited. This study set out to examine individual differences in DMs and Cloninger's biosocial model of personality in two age groups (50-64, 65-93), as well as their influence on health. A Japanese community sample (N = 330) completed the Temperament and Character Inventory (TCI-125), the Defense Style Questionnaire (DSQ-40), and the General Health Questionnaire (GHQ-28). Across age groups, psychological well-being was related to lower levels of harm avoidance and higher levels of self-directedness. In addition, older age was related to decreases in reward dependence, cooperativeness, and increases in self-transcendence, DMs of isolation, denial, and splitting. An Age X Gender interaction revealed that men and women varied in their pattern of age differences for some specific DMs. Results further suggest that image-distortion defense may function to compensate resource loss.

Self-directed Learning Readiness of Extension Clientele in Doctor Arroyo, Nuevo Leon, Mexico

The purpose of this study was to describe the level of self-directedness of selected extension clienteles in Doctor Arroyo, Nuevo Leon, Mexico. The population for this study included 44 farmers and ranchers attending participatory rural development workshops near Doctor Arroyo, Nuevo Leon, Mexico. Data were collected through hand delivered questionnaires. Overall, research participants mean Self-directed Learning Readiness Scores (SDLRS) were similar to the worldwide adult mean. Participants’ individual scores, however, tended to be either below average or above average. An implication exists that both pedagogically and andragogically based teaching methods need to be used by agricultural and extension educators to educate this particular clientele group.

Do parental rearing and personality characteristics have a buffering effect against psychopathological manifestations among Iranian refugees in Sweden?

The aim of the study was to investigate relationships between temperament, character and perceived parental rearing among Iranian refugees resettled in Sweden. Our hypothesis was that temperament, character and parental rearing exert buffering effect against post-traumatic stress disorder (PTSD) with the particular impact of specific factors. One hundred refugees participated in the project. They were assessed by means of the SCL-90-R, the Beck Depression Inventory (BDI), the EMBU and the Temperament and Character Inventory (TCI). A high level of self-directedness appeared as having a possible buffering effect against PTSD after several severe traumata. Furthermore, we found specific effects of other personality characteristics and of parental rearing in determining the relationships between the experience of several traumatic events and later psychopathological manifestations among the refugees. The educational level and the length of living in Sweden represented important socio-cultural factors in decreasing psychological disturbances. Even more, we found that despite the experience of an extreme trauma some of the refugees did not suffer from severe depression or other psychosomatic complaints.

The relationship of personality dimensions as measured by the temperament and character inventory and quality of life in individuals with schizophrenia or schizoaffective disorder living in the community.

The influence of personality factors on the appraisal of subjective quality of life in individuals with schizophrenia or schizoaffective disorder is not much investigated. The present study examined this relationship in a sample of 104 patients living in the community. The temperament and character inventory was used to assess personality and the Lancashire quality of life profile was used to assess quality of life. The results showed that lower levels of harm avoidance and higher levels of self-directedness were significantly correlated to a better subjective quality of life. Regression analyses controlling for psychopathology revealed that a higher level of self-directedness was significantly associated with a better subjective quality in all aspects measured and explained the variance in the latter in the range of 4-12%. It is concluded that personality factors are involved in severely mentally ill individuals' assessment of their quality of life and should be accounted for in evaluations of quality of life assessments. The strength and directions of this influence require further studies.