The factor structure of the self-directed learning readiness scale

Bruin, Karina de; Jacobs, GJ; Schoeman, W.J.; Bruin, GP de

doi:10.4314/sajhe.v15i3.25333

Cited by 6 publications

(5 citation statements)

References 22 publications

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“…The SDLRS questionnaire version for adults or SDLRS-A, also known as learning preference assessment (LPA), has 58 statement items using the Likert scale grouped in eight dimensions, namely: (1) self-concept AAOUJ 18,1 as an effective learner, (2) openness to learning opportunities, (3) initiative and independence in learning, (4) a sense of responsibility for learning alone, (5) love of learning, (6) creativity, (7) the ability to use basic skills for learning and problem solving and (8) a positive orientation toward the future. The grouping is based on the results of the analysis of the filling data of the 58 items in the SDLRS instrument (deBruin et al, 2001). In other words, the SDLRS instrument is designed to identify a person's perception of skills and attitudes related to self-directed learning (Darmayanti, 2008).…”

Section: Independent Learning Readiness Measurementmentioning

confidence: 99%

Development of an instrument to assess independent online learning readiness of high school students in Indonesia

Belawati

Daryono

Sugilar

et al. 2023

AAOUJ

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PurposeThe paper reports a study that was intended to develop a self-assessment instrument to measure high school students' readiness for pursuing independent online learning.Design/methodology/approachThe instrument was developed through the following steps: (1) developing the draft, (2) checking the instrument's face validity and (3) testing the instrument's validity, reliability and discriminant capacity using PLS analysis.FindingsThe study has developed a tool to self-assess high school students' readiness for independent online learning. The instrument consists of 36 statement items and is statistically proven to have good reliability, construct and indicator validity and a discriminating power.Research limitations/implicationsThe instrument items were designed to fit the context of Indonesian high school students. However, only responses from high school students in rather urban areas were used to test the validity and reliability of the instrument. This could imply that the instrument is only accurate in urban settings.Practical implicationsAs a result of the research, a tool to assess high school students' readiness for independent online learning has been created. To better prepare students for independent online learning endeavors, the school might use the results to enhance areas that need improvement.Originality/valueThe study succeeded in developing a contextualized self-assessment tool for measuring Indonesian students' independent online learning readiness.

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Section: Independent Learning Readiness Measurementmentioning

confidence: 99%

Development of an instrument to assess independent online learning readiness of high school students in Indonesia

Belawati

Daryono

Sugilar

et al. 2023

AAOUJ

View full text Add to dashboard Cite

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“…Limited studies explicitly focused on the SDL instruments alone, and the overall trend was on research in exploring or measuring SDL. A unique case was the study by De Bruin et al (2001) in which the psychometric properties Self-Directed Learning Readiness Scale (SDLRS) were explored. They empirically determined the following factors "Openness to learning opportunities, Love of learning, Positive self-concept as an effective and independent learner, and Acceptance of responsibility for own learning" (De Bruin et al, 2001, p. 128).…”

Section: Main Trends From the Corpusmentioning

confidence: 99%

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Letseka

Seeletso

2021

Radical Solutions for Education in Africa

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…However, researchers have challenged the psychometric integrity of the SDLRS (Cho, Ellinger & Hezlett, 2006;De Bruin, Jacobs, Schoeman & De Bruin, 2001;Field, 1990). In addition, it was originally developed for use in higher education rather than in organisational settings.…”

Section: Introductionmentioning

confidence: 98%

Development of the Learner Self-Directedness in the Workplace Scale

Bruin

2011

SA j ind psychol

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Orientation: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments.Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace.Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace.Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model.Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93).Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts.Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.How to cite this article: De Bruin, K., & De Bruin, G.P. (2011). Development of the Learner Self-Directedness in the Workplace Scale. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37(1), Art. #926, 10 pages. doi:10.4102/sajip.v37i1.926

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The factor structure of the self-directed learning readiness scale

Cited by 6 publications

References 22 publications

Development of an instrument to assess independent online learning readiness of high school students in Indonesia

Development of an instrument to assess independent online learning readiness of high school students in Indonesia

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Development of the Learner Self-Directedness in the Workplace Scale

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