The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Abstract

Introduction: Healthcare students and professionals possess self-directed learning abilities at different levels of development. For educators, measuring these abilities allow to tailor teaching and mentoring interventions. The aim of this study was to validate the structure of the Self-Rating Scale of Self-Directed Learning, Italian version (SRSSDL-Ita). Methods: A cross-sectional study design was adopted involving a convenience sample of 593 healthcare students and professionals. A Confirmatory Factor Analysis was performed to confirm the validity of the measurement model of the original structure of the SRSSDL-Ita. Results: The Maximum Likelihood Meand-and-Variance (MLMV) to confirmatory factor analysis was used to examine the underlying latent variable structure of the SRSSDL-Ita, which was composed of 40 items. All standardized factor loadings were > 0.42. Latent dimensions were all positively correlated, ranging in magnitude between 0.28 and 0.78. The Chi-square value for the overall model was χ 2 (712) = 1,104.273 with p < .001, Root Mean Square Error of Approximation (RMSEA) (90% confidence interval (CI)) = 0.031 (lower bound 0.027; upper bound 0.054) with p = 1.00, and Standardized Root Mean Square Residual (SRMR) = 0.055. The overall interpretation of the fit indices suggests a more than acceptable fit between the hypothesized model and the data. The emerged structure confirms the original structure of the instrument composed of eight factors: "Awareness", "Attitudes", "Motivation", "Learning Strategies", "Learning Methods", "Learning Activities", "Interpersonal Skills" and "Constructing Knowledge". Conclusions: The SRSSDL-Ita structure was confirmed. Therefore, SRSSDL-Ita is a valid and practical tool that may contribute to determining learning needs among students and healthcare professionals; helping educators in identifying and implementing strategies to enhance SDL abilities in both groups.

Evaluating self‐directed learning abilities as a prerequisite of health literacy among older people: Findings from a validation and a cross‐sectional study

“…Confirmatory Factor Analysis of Self‐Rating Scale of Self‐Directed Learning for the Older People (SRSSDL O ). Legenda: Fc1, Factor 1 “Awareness”; Fc2, Factor 2 “Attitudes”; Fc3, Factor 3 “Availability”; Fc4, Factor 4 “Motivation.” In this phase, items of each factor were numbered according to their original order as reported in the tool Self‐Rating Scale of Self‐Directed Learning (SRSSDL) (Cadorin et al, ; Cadorin, Ghezzi, et al, )…”

“…The Self‐Rating Scale of Self‐Directed Learning (SRSSDL), developed by Williamson (Williamson, ) and then validated in the Italian context among healthcare students and professionals (Cadorin, Bortoluzzi, & Palese, ; Cadorin, Cheng, & Palese, ; Cadorin, Ghezzi, Camillo, & Palese, ; Cadorin, Suter, Saiani, Williamson, & Palese, ) was considered to assess SDL abilities among participants. The tool was selected for the following reasons: (a) it had been validated in the Italian language and context by demonstrating good psychometric properties (Cadorin et al, , ) and (b) the validations available were conducted in different groups of students and healthcare professionals, developing evidence on its validity in different age groups (from 20 to 62 years) (Cadorin, Cheng, et al, ; Cadorin, Ghezzi, et al, ; Cadorin et al, ).…”

“…Thus, the SRSSDL Italian version was used (Cadorin et al, , ; Cadorin, Cheng, et al, ; Cadorin, Ghezzi, et al, ), including 40 items categorised into eight factors: “Awareness” (7 items); “Attitudes” (8); “Motivation” (6); “Learning strategies” (5); “Learning methods” (4), “Learning activities” (4); “Interpersonal skills” (4) and “Constructing knowledge” (2) (Cadorin et al, ). The tool was based on a 5‐point Likert‐type scale (from 1 = never to 5 = always) and final scores ranged from 40 to 200, where higher scores indicated higher SDL abilities.…”

“…Data analysis was performed according to the main aims of the study: Instrument validation: given that the tool used was validated in the context of healthcare university students and nursing staff (Cadorin et al, , , ; Cadorin, Cheng, et al, ; Cadorin, Ghezzi, et al, ), a process of cross‐validation was preliminarily undertaken. Then, the exploratory factor analysis (EFA) and the confirmatory factor analysis (CFA) were performed, aimed at evaluating the structural validity of the tool.…”

Development of self-rating scale instrument of self-directed learning skills for high school students

“…Gündüz & Selfi (2016) developed a Self-Directed Learning Implementation Skills Scale that is intended for elementary school students. In addition, most of the instruments developed are specifically for the world of medical or medical education such as the Self-Directed Learning Readiness Scale (SDLRS) developed by Guglielmino (1977), Self-Rating Scale of Self-Directed Learning (SRSSDL) developed by Williamson (2007), The Self-Rating Scale Self-Directed Learning Italian version (SRSSDL-Ita) developed by Cadorin, Ghezzi, Camillo, & Palese (2017), Self-Directed Learning Instrument (SDLI) developed by Shen et al (2014) and Self-Directed Learning Readiness 3 Scale developed by Williams & Brown (2013).…”