Brandon J. Justus, Shayna A. Rusticus, Brittney L. P. Stobbe
{"title":"自主学习准备能预测大学生的教学偏好吗?","authors":"Brandon J. Justus, Shayna A. Rusticus, Brittney L. P. Stobbe","doi":"10.5206/cjsotlrcacea.2022.1.10879","DOIUrl":null,"url":null,"abstract":"Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"6 1","pages":""},"PeriodicalIF":0.5000,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Does Self-directed Learning Readiness Predict Undergraduate Students’ Instructional Preferences?\",\"authors\":\"Brandon J. Justus, Shayna A. Rusticus, Brittney L. P. Stobbe\",\"doi\":\"10.5206/cjsotlrcacea.2022.1.10879\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.\",\"PeriodicalId\":44267,\"journal\":{\"name\":\"Canadian Journal for the Scholarship of Teaching and Learning\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2022-02-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Canadian Journal for the Scholarship of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5206/cjsotlrcacea.2022.1.10879\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5206/cjsotlrcacea.2022.1.10879","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
摘要
自主学习是指学生在确定自己的学习需求、管理自己的学习策略和结果方面发挥主导作用的过程,无论有没有他人的帮助。与此相关,自主学习准备(SDLR)关注的是自主学习所需的态度、能力和人格特征。在研究一中,我们对SDLR量表(Fisher et al., 2001)进行了缩短和略微修改,使其更适用于更广泛地在本科大学生中使用,并检验了其因素结构和信度。在194名学生的样本中,该量表的三因素结构(自我管理、学习欲望和自我控制)得到了可接受的信度证实。在研究二中,我们检验了修改后的SDLR子量表是否预测了256名本科生对教师指导或学生指导的课堂形式的偏好。我们进行了一系列四个多元线性回归来检验SDLR的三个维度是否预测四种课堂偏好类型(知识建构、教师指导、合作学习和被动学习)。虽然这些分析中有三个具有中小型效应量的统计显著性,但结果最低限度地支持了我们的假设。我们讨论这些结果是否表明SDLR与教学风格之间缺乏关系,或者这些结果是否可能是样本的特征。
Does Self-directed Learning Readiness Predict Undergraduate Students’ Instructional Preferences?
Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.