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Full-Text Articles in Education
Relationships Between Self-Directed Learning And Character Strengths In Doctoral Students, Cynthia Noblin Perry
Relationships Between Self-Directed Learning And Character Strengths In Doctoral Students, Cynthia Noblin Perry
Doctoral Dissertations
This study examines the relationship between self-directed learning (measured using the PRO-SDLS) and character strengths (measured using the VIA-IS-P), as well as gender, age, and stage of doctoral study, in Ph.D. students. This relationship is examined using Hiemstra and Brockett's Person Process Context (PPC) model of self-directed learning and Peterson and Seligman's positive psychology VIA Model for Character Strengths and Virtues. The multiple regression study found that ten of 24 character strengths, as well as age, were associated with one or more of the four components of self-directed learning (initiative, control, self-efficacy, and motivation), as well as the composite measure.
The Strength Of Self: An Examination Of Self-Directed Learning And Self-Regulated Learning Among Master’S Students, Holley Marie Linkous
The Strength Of Self: An Examination Of Self-Directed Learning And Self-Regulated Learning Among Master’S Students, Holley Marie Linkous
Doctoral Dissertations
There is a lack of understanding of the difference between self-directed learning and self-regulated learning. Though both theories have been found to be important learning processes for achieving learning goals, there is little evidence to identify how the two directly compare. Self-directed learning and self-regulated learning can both be defined as learning processes as well as a collection of characteristics of an individual (Brockett & Hiemstra, 1991; Efklides, 2011). There are metacognitive components to these learning processes (Saks & Leijen, 2014; Zimmerman & Moylan, 2009). It can benefit scholars to know how these two concepts within a structured, complex, high-demand, …
Self-Directed Learning: A Potential Predictor Of Technology Integration Confidence Among Preservice Teachers, Jeffrey L. Beard
Self-Directed Learning: A Potential Predictor Of Technology Integration Confidence Among Preservice Teachers, Jeffrey L. Beard
Doctoral Dissertations
The purpose of this study was to examine the relationship between self-directed learning (SDL) and the confidence to integrate technology into the classroom among preservice K-12 teachers enrolled at a large southeastern university. The intent was to determine the extent to which SDL is related to technology integration confidence and, further, to what extent SDL predicts technology integration confidence. In this study, the Personal Responsibility Orientation—Self-Directed Learning Scale (PRO-SDLS) (Stockdale, 2003; Stockdale & Brockett, 2010) was used to measure levels of learner self-direction. Additionally, the Technology Integration Confidence Scale (TICS) (Browne, 2009) was revised (TICS-R) and was used to measure …
The Relationship Between Hope And Self-Directed Learning In The Workplace, Vicki Martin Dieffenderfer
The Relationship Between Hope And Self-Directed Learning In The Workplace, Vicki Martin Dieffenderfer
Doctoral Dissertations
This study investigated the relationship between self-directed learning and hope in the workplace. Participants completed two self-directed learning instruments, the Survey of Adult Learning Traits (SALT) (Hogg, 2008) and the Learner Self-directedness in the Workplace Scale (LSWS) (De Bruin & De Bruin, 2011), along with two hope scales, the Hope Trait Scale (Snyder et al., 1991) and the author-generated Workplace Learning Hope Scale. Correlation, ANOVA, and multiple regressions were used to test the relationship and differences between self-directed learning and hope, specifically within the domain of workplace learning. All instruments utilized in this study displayed sound internal consistency reliability. The …