Reliability, Validity and Turkish Adaptation of Self-Directed Learning Scale
Self-Directed Learning Scale (SDLS) was developed 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 in Ankara. The SDLS, the Modified Schutte Emotional Intelligence Scale (MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty Scale (CUS) for determining convergent validity have been 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 as 0.236 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.
Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in mental retardation and developmental disabilities, 351-364.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238.
Brockett, R. (1983). Self-directed learning and the hard-to-reach adult. Lifelong Learning: The Adult Years, 6(8), 16-18.
Brockett, R.G. & Hiemstra, R. (1991) Self-direction in adult learning : perspectives on theory, research, and practice. London: Routledge
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
Brownell, K. D., Colletti, G., Ersner-Hershfield, R., Hershfield, S. M., & Wilson, G. T. (1977). Self-control in school children: Stringency and leniency in self-determined and externally imposed performance standards. Behavior Therapy, 8(3), 442-455.
Corno, L. (1992). Encouraging students to take responsibility for learning and performance. The Elementary School Journal, 69-83.
Çelik, K., & Arslan, S. (2016). Turkish Adaptation and Validation of Self-Directed Learning Inventory. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 5(1).
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale (Doctoral dissertation, ProQuest Information & Learning).
Guthrie, J. T., Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., ... & Mitchell, A. M. (1996). Growth of literacy engagement: Changes in motivations and strategies during concept‐oriented reading instruction. Reading research quarterly, 31(3), 306-332.
Hodgkinson, G. P., Langan‐Fox, J., & Sadler‐Smith, E. (2008). Intuition: A fundamental bridging construct in the behavioural sciences. British Journal of Psychology, 99(1), 1-27.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Hsu, Y. C., & Shiue, Y. M. (2005). The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media, 32(2), 143.
Knowles, M. S. (1975) Self Directed Learning: A Guide for Learners and Teachers. Chicago: Association Press.
Kilmann, R. H., & Thomas, K. W. (1975). Interpersonal conflict-handling behavior as reflections of Jungian personality dimensions. Psychological reports, 37(3), 971-980.
Kreber, C. (1998). The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education. Studies in Higher Education, 23(1), 71-86.
Lounsbury, J. W., & Gibson, L. W. (2006). Personal Style Inventory: A personality measurement system for work and school settings. Knoxville, TN: Resource Associates Inc.
Lounsbury, J. W., Levy, J. J., Park, S. H., Gibson, L. W., & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19(4), 411-418.
Markant, D. B., Settles, B., & Gureckis, T. M. (2016). Self-Directed Learning favors local, rather than global, uncertainty. Cognitive Science, 40(1), 100-120.
McCombs, B. L., & Whisler, J. S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24(3), 277-306.
Mok, M. C.M., Leung, S. O., & Shan, W. J. P. (2005). A comparative study on the self-directed learning of primary students in Hong Kong and Macau. International Journal of Selfdirected Learning, 2(2), 39–54.
Morrow, L. M. (1993). Promoting Independent Reading and Writing through Self-Directed Literacy Activities in a Collaborative Setting. Reading Research Report No. 2.
Munro B.H. (2005) Statistical Methods for Health Care Research, 5th edn. Lippincott
Williams and Wilkins, Philadelphia, PA. Okabayashi, H., & Torrance, E. P. (1984). Role of style of learning and thinking and self
directed learning readiness in the achievement of gifted students. Journal of Learning Disabilities, 17(2), 104-106.
Roberson Jr, D. N., & Merriam, S. B. (2005). The self-directed learning process of older, rural adults. Adult Education Quarterly, 55(4), 269-287.
Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177.
Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42.
Suh, H. N., Wang, K. T., & Arterberry, B. J. (2015). Development and Initial Validation of the Self-Directed Learning Inventory with Korean College Students. Journal of Psychoeducational Assessment, 33(7), 687-697.
Tatar, A., Tok, S., & Saltukoğlu, G. (2011). Gözden geçirilmiş Schutte Duygusal Zekâ Ölçeği’nin Türkçe’ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Klinik Psikofarmakoloji Bülteni, 21(4), 325-338.
Taylor, B. (1995). Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15. [ED395287]
Temple, C., & Rodero, M. L. (1995). Reading around the World: Active Learning in a Democratic Classroom: The" Pedagogical Invariants" of Célestin Freinet. The Reading Teacher, 49(2), 164-167.
Triandis, H. C. (2001). Individualism,collectivism and personality. Journal of personality, 69(6), 907-924.
Uz, İ. (2015). Nedensel Belirsizlik Ölçeğinin Türkçeye uyarlanması. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi, 16.
Weary, G., & Edwards, J. A. (1994). Individual differences in causal uncertainty. Journal of Personality and Social Psychology, 67(2), 308.
Wilcox, S. (1996). Fostering self-directed learning in the university setting. Studies in Higher Education, 21(2), 165-176.
Zhoc, K. C., & Chen, G. (2016). Reliability and validity evidence for the Self-Directed Learning Scale (SDLS). Learning and Individual Differences, 49, 245-250.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.