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Self-Directed Learning Scale (SDLS) developed by Lounsbury, Levy, Park, Gibson, and Smith (2009) was used for determining individuals’ self-directed learning. The purpose of this study was to translate the SDLS into Turkish and to investigate its reliability and validity with a sample of 272 university students. The SDLS, the Modified Schutte Emotional Intelligence Scale (MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty Scale (CUS) for determining convergent validity was applied to the participants. Factor analyses results verified the uni-dimensionality of the scale. The test–retest correlation of SDLS was 0.82, whereas Cronbach alpha coefficient of the scale was founded as 0.85 in the reliability analyses. Correlation coefficients representing for convergent validities varied from -0.30 to 0.72 (p < .01) and criterion validity of the scale was determined as0.236 when cumulative GPA was used as criterion in the assessment of concurrent validity. The findings suggest that the Turkish adaptation of SDLS is a valid and reliable tool to measure self-directed learning in Turkish samples.
International Journal of Assessment Tools in Education
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