Self-Directed Learning Readiness Scale Research Articles

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.

ASSESSING LIFE-LONG LEARNING IN A FIRST-YEAR DESIGN AND COMMUNICATION COURSE

This paper reports on a pilot study of theassessment of CEAB (Canadian EngineeringAccreditation Board) graduate attribute 3.1.12 “life-longlearning” in a first year design course. We proposeequating life-long learning with self-directed learning,and use the Self-Directed Learning Readiness Scale(SDLRS) developed by Guglielmino. The results of oursurvey show our first year students’ readiness for selfdirectedlearning is very consistent with the adult averagereported by Guglielmino and that the SDLRS instrumentappears to be a good choice for the assessment of lifelonglearning.

Iranian Clinical Nurses' Readiness for Self-Directed Learning.

Introduction:Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning.Aims:This study was undertaken to evaluate a group of Iranian clinical nurses’ readiness for self-directed learning and its relationship with some of their personal characteristics.Methods:This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher’s Self-directed Learning Readiness Scale.Findings:In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120–196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant.Conclusion:Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students

This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.

Assessing readiness for self-directed learning within a non-traditional nursing cohort

Increasing deregulation of the Australian tertiary system has led to changes in entry behaviours anticipated in non-traditional student cohorts. Many nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and flexible study paths make external study increasingly attractive. However external studies require a level of commitment and willingness to develop self-direction and a capacity for resilience. This study sought to elicit the level of self-directed learning readiness (SDLR) among undergraduate nursing students currently enrolled at a bachelor level, and to elicit what differences existed in the levels of SDLR in relation to age, gender, academic year, and previous qualifications. An online survey questionnaire was utilised based on the Self-directed Learning Readiness Scale for Nursing Education. In contrast to earlier work, the participant profile in this study was predominantly non-traditional and captured participants from all three years of the nursing programme. Results found no significant age or gender differences. First year students demonstrated lower levels of self-directed learning readiness. However, unexpected results were demonstrated in the survey subscales in relation to previous qualifications. Participants who already held post-graduate qualifications showed lower scores for Self-Management than those who held diploma qualifications, while students who already held a bachelor's degree had the highest scores in Desire for Learning. The study findings suggest that universities should not assume that SDL capability is dependent on mature age or length of exposure to tertiary study.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

AimsWe examined the relationship between self-directed learning readiness (SDLR) and nursing competency among undergraduate nursing students. BackgroundThere is little evidence-based data related to the relationship between self-directed learning (SDL) and nursing competency. MethodsA descriptive correlational design was used. We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice. We investigated SDL according to the SDLR scale for nursing education (Chinese translation version), and used the Competency Inventory for Registered Nurses to evaluate nursing competency. ResultsThe mean SDLR score of the students was 148.55 (standard deviation [SD] 18.46), indicating intermediate and higher SDLR. The mean score for nursing competency was 142.31 (SD30.39), indicating intermediate nursing competence. SDLR had a significant positive and strong relationship with nursing competency. ConclusionSDLR is a predictor of nursing competency.

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.

Measuring the Effectiveness of Faculty Facilitation Training in Problem-Based Learning in a Medical School

This study examined the effectiveness of a faculty training program for problem-based learning (PBL) facilitation. A multi-level approach was used, following Kirkpatrick’s levels for assessing training effectiveness. Data were obtained from (1) tutor training workshop evaluations, (2) a survey of tutors’ attitudes and beliefs, (3) changes in tutors’ perceptions of their teaching styles through pre- and post-testing using the Teaching Styles Inventory (TSI), (4) changes in student attitudes and self-perceptions of their learning styles through pre- and post-testing using the Self-directed Learning Readiness Scale (SDLRS) and the revised Study Process Questionnaire (SPQ). The authors contend that measures were obtained for Kirkpatrick levels 1, 2, and 4 (Reaction, Learning, and Results, respectively) but that no measure of Kirkpatrick level 3 was completed. Overall, it was concluded that the training program was successful as measured at Kirkpatrick level 1 but was equivocally successful as assessed at higher levels in Kirkpatrick’s model. In addition to drawing conclusions regarding the training program for facilitators in PBL, limitations and challenges associated with assessment at each level are highlighted.

The Application of Rasch Measurement Model in Measuring Change in Students Self-Directed Learning Readiness

Self-directed learning is a developed skill that is an essential within technical and vocational courses such as design education. As a strategy for lifelong learning, self-directed learning is important for students to adapt with rapidly changing knowledge and technology. An experimental design was conducted to investigate how web-based learning system of design education, known as PROUD, affected students' perceptions on selfdirected learning readiness to studying design education. The purpose of this study was to measure changes of level in students' self-directed learning readiness over time by applying the method of racking and stacking of Rasch Measurement Model. Thirty second year students pursuing their bachelor in education degree program participated in this study. Respondents used PROUD for 14 weeks in learning design education. A pretest was administered at the beginning of the course and a posttest was again administered after the learning completed. Self-Directed Learning Readiness Scale was used as a research instrument and appeared valid and reliable to measure changes in students' perception of self-directed learning readiness. To make the instrument unidimensional, five of the 58 items were removed. The resulting instrument had a reliability of 0.92 and a separation of 3.29. A paired sample t-test was also included in the data analysis. The pretest of SDLRS results were 1.28±0.94 logits, while the posttest were 1.96±0.97 logits. Changes in students' perceptions of selfdirected learning readiness were significant after the intervention (paired t-test, p = 0.00). Rasch analysis of racking and stacking indicated students' perception of self-directed learning readiness had increased after the intervention. This study also proved that the implementation of PROUD in learning design education had fostered the development of students' self-directed learning readiness.

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.

Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS)

OPEN ACCESSOctober 23, 2013Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS) Tai Lockspeiser, MD Tai Lockspeiser, MD University of Colorado School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9585 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and the application to health science education of the Self-Regulated Learning Perception Scale (SRLPS), and (2) a copy of the SRLPS instrument and the scoring instructions developed by Sevgi Turan, PhD.The SRLPS is a 41-item scale designed to measure medical students' self-regulated learning skills with a four factor structure consisting of: Motivation and Action to Learning, Planning and Goal Setting, Strategies for Learning and Assessment, and Lack of Self-Directedness. All 41 items are scored on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The total score ranges from 41 to 205. Higher scores on the scale indicate higher self-regulated learning skills. To date, there has been minimal validity evidence gathered to support the use of this scale, as only two studies with Turkish medical students have used it. This poses a particular challenge for use with English speaking students and supports the need for additional validity evidence using English speaking medical students from different countries. In addition, it would be helpful if the scale and dimensions were more directly connected with Zimmerman's model of self-regulated learning that suggests that there are three main sub-processes to learning: (1) forethought, (2) performance, and (3) self-reflection. Additional validity evidence for the relationship to other variables could be obtained by comparing scores on this scale with the Self-Directed Learning Readiness Scale, as that scale has been more widely studied in diverse populations of medical and nursing students, and assesses a similar construct. Educational Objectives To describe the purpose and basic properties of the Self-Regulated Learning Perception Scale (SRLPS), including number of items and scales, and psychometric properties;To describe the application of the SRLPS to the field of health sciences education;To evaluate the relative strengths and weaknesses of the SRLPS; andTo provide the SRLPS and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Self-Regulated Learning Perception Scale.pdf SRLPS Scoring Guide.docx Self-Regulated Learning Perception Scale.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationLockspeiser T. Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS). MedEdPORTAL. 2013;9:9585. https://doi.org/10.15766/mep_2374-8265.9585 Copyright & Permissions© 2013 Lockspeiser. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMotivationDREAMGoal SettingSelf-Regulated LearningDirectory and Repository of Educational Assessment MeasuresSelf-Directed Learning Disclosures None to report. Funding/Support None to report. Loading ...

Aprendizaje autodirigido en estudiantes de primer año de medicina de la Universidad de Concepción y su relación con el perfil sociodemográfico y académico

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.

A Study on Self-directed Learning among Preliminary School Teachers in Esfahan

This descriptive research aimed at examining self-directed learning among teachers, and was carried out by survey method. Its statistical population comprised preliminary school teachers of Esfahan, Iran, in the academic year 2010–2011. The research sample comprised of 400 individuals. The instrument used was Fischer et al self-directed learning readiness scale questionnaire. After the data were collected, the reliability coefficient was calculated via Cronbach's α (0.88). The data then were analyzed through Student t-test for independent groups and one-way analysis of variance (ANOVA) with Scheffe follow-up test. The results showed that self-directed learning has a high level among teachers.

A Validation of a Self-directed Learning Readiness Scale Among Preliminary Schoolteachers in Esfahan

The current research is a descriptive survey with the goal of evaluation of the reliability and validity of Fisher, King and Tague (2001) self-directed learning scale. Its statistical population comprised all preliminary schoolteachers of Esfahan, Iran, in the academic year 2010–2011.the reliability coefficient was calculated via Cronbach's α (0.88). Confirmatory factor analysis (CFA) was used in order to evaluate the validity; according to the results, and taking into account the index of fit, the model proved to be approximately fit. Finally, this scale can be used in order to evaluate self-directed learning among teachers in various researches.

The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

The major role of self-directed learning, a sub-division of autonomy, in successful learning at distance education has been informed by various studies. Although learners pass General English courses before studying any ESP courses at distance education in Iran, they sometimes lack the preliminary skills for independent language learning. The current study aimed to explore ESP learners’ self-directed learning readiness (SDLR) and the relationship between SDLR and ESP course accomplishment. Participants were 126 B.A students (33 male and 93 female) studying English for Students of Economy and Management (ESEM) at Tabriz Payam-e-Noor University which is based on distance learning. Data gathered by Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) and a test of ESEM. Data analysis revealed that half of the learners’ SDLR is at an average or below average level, which is likely to be insufficient for conducting successful self-directed language learning (SDLL). Furthermore, the correlation coefficient demonstrated that there is a positive relationship between SDLR and ESP course accomplishment. Therefore, the need for appropriate training to improve learners’ SDLR that directly contributes to a successful ESP learning at distance education in Iran becomes apparent.

Critical thinking and self-directed learning as an outcome of problem-based learning among nursing students in Egypt and Kingdom of Saudi Arabia

Background: Professional nurses need to develop critical thinking skills that will provide them with expertise in situation- specific problem solving. Objectives: Describe the critical thinking and self directed learning abilities of the nursing students following Problem- based learning approach in two countries; Egypt and Kingdom of Saudi Arabia KSA. Method: A descriptive analytic research design was conducted. The study sample was consists of 60 students from first year in faculty of nursing divided by Egypt and Kingdom of Saudi Arabia: Instruments: The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and Critical Thinking Dispositions Inventory were used. Results: This study revealed that the mean and standard deviation of total critical thinking was (102± 14.45 and 101±16.44) in KSA and Egypt respectively without significant difference between both countries. Moreover, the mean of total score of self direct learning was (162±27.04 and 157±23.64) in KSA and Egypt respectively. Conclusion: This study concluded that teaching with problem solving approach increase levels of critical thinking and self-directed learning in both countries without variation.

A confirmatory factor analysis of the Self‐Directed Learning Readiness Scale

The Self-Directed Learning Readiness Scale measures readiness for self-directed learning among undergraduate healthcare students. While several exploratory factor analyses and one confirmatory factor analysis have examined the psychometric properties of the Self-Directed Learning Readiness Scale, questions have been raised regarding the underlying latent constructs being measured. The objective of this study was to determine the best-fitting Self-Directed Learning Readiness Scale factorial structure among three models published in the literature. Data from the three-factor 40-item Self-Directed Learning Readiness Scale completed by 233 undergraduate paramedic students from four Australian universities (response rate of 26%) were analyzed using maximum likelihood confirmatory factor analysis. Comparison of model fit from the 40-item version was undertaken with the previously documented four-factor 36-item and three-factor 29-item Self-Directed Learning Readiness Scales. The model fit indices of the three one-factor congeneric models with maximum likelihood analysis demonstrate that the 40-item Self-Directed Learning Readiness Scale does not fit the data well. The best fitting model was the four-factor 36-item Self-Directed Learning Readiness Scale followed by the three-factor 29-item models. The confirmatory factor analysis results did not support the overall construct validity of the original 40-item Self-Directed Learning Readiness Scale.

Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students

Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students’ essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students’ self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy). The self-directed learning readiness scale (SDLRS) was administrated three times (i.e. pretest, post-test one, and post-test two). The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy.

Developing Concrete Research Proposals and Facilitating Self-Directed Learning via Concept Mapping

Self-direction in learning and writing viable research proposals are considered by higher education institutions as essential skills for graduate students to start their careers as researchers. This is an evidence-based practice study focuses on the use of concept mapping to facilitate self-directed learning and enhance research proposal writing in teacher education. An action mixed methods research design was used in this study with quantitative and qualitative data. Participants were 29 graduate students who were enrolled in a core course aimed to provide learners with an in-depth understanding of research methods. All students, at the beginning of the course, were asked to write a research proposal and complete the Self-Directed Learning Readiness Scale (SDLRS). They then were given training in the use of concept mapping technique throughout the course to develop research proposals. Students’ scores prior to and after the intervention were compared. Results indicate that students developed significantly more concrete research proposals, and displayed higher scores at post-intervention assessment. Findings of this study value and support the use of concept mapping to provide students with a comprehensive understanding of the knowledge of their area of study as they reflect on every element of their proposals.

초등학교 고학년 아동이 지각한 어머니의 심리적 통제와 자기주도적 학습과의 관계: 자기결정성동기의 매개효과 검증

The purpose of this study is to examine the mediating effects of self-determined motivation between mother`s psychological control and self-directed learning ability in children. The participants were 457 sixth-grade elementary students in the Gyung-gi province. They completed questionnaires that included the Self-Directed Learning Readiness Scale, K-SPQ-A, Psychological Control Scale. Descriptive statistics and Pearson`s product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 18.0). The major findings of this study were as follows that significant correlations among maternal psychological control, self-determined motivation and self-directed learning exist. Also a mother`s psychological control was negatively related to a child`s self-directed learning. The relationship between maternal psychological control and a child`s self directed learning was fully mediated by self determined motivation. These results suggested that high maternal psychological control was negatively affected that development of self-determined motivation and self-directed learning.