An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning

Autor/inn/en	Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan
Titel	An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning
Quelle	In: Learning and Individual Differences, 19 (2009) 4, S.411-418 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.03.001
Schlagwörter	Personality Traits; College Students; Vocational Interests; Construct Validity; Factor Structure; Factor Analysis; Middle School Students; Grade Point Average; Cognitive Ability; Educational Environment; Emotional Adjustment; Self Actualization + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Berufsinteresse; Faktorenstruktur; Faktorenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Emotionale Anpassung; Self actualisation; Selbstverwirklichung
Abstract	Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10