Readiness for self-directed learning: Validation of a new scale with medical students.
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| Title: | Readiness for self-directed learning: Validation of a new scale with medical students. |
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| Authors: | Hendry, Graham D.1 (AUTHOR) grahamh@gmp.usyd.edu.au, Ginns, Paul1 (AUTHOR) |
| Source: | Medical Teacher. Oct2009, Vol. 31 Issue 10, p918-920. 3p. 1 Chart. |
| Subject Terms: | *Higher education, *Adult learning, *Medical students, *Factor analysis, *Problem-based learning, *Self-efficacy in students, *Autonomy (Psychology), Self-report inventories, Self-perception testing |
| Abstract: | Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbach's α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors 'Critical self-evaluation', 'Learning self-efficacy', 'Self-determination' and 'Effective organization for learning' all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students' readiness to direct their own learning in a hybrid PBL programme. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbach's α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors 'Critical self-evaluation', 'Learning self-efficacy', 'Self-determination' and 'Effective organization for learning' all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students' readiness to direct their own learning in a hybrid PBL programme. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.3109/01421590802520899 |
