The Adult Learner Self-Directedness Scale: Validity and reliability assessment
Open Access
- 23 November 2022
- journal article
- research article
- Published by AOSIS in SA Journal of Industrial Psychology
- Vol. 48, 10
- https://doi.org/10.4102/sajip.v48i0.1926
Abstract
Orientation: The absence of a scale to assess the academic self-directedness of adult learners in South African open, distance and e-learning milieus. Research purpose: This article describes the further validity and reliability assessment of the Adult Learner Self-Directedness Scale (ALSDS), which assesses adult learners’ academic self-directedness in an open, distance and e-learning (ODeL) university in South Africa. An initial validity and reliability study yielded a four-factor scale with 35 items loading onto it, while this study reports on a three-factor scale with 15 items loading onto it. Motivation for the study: Factors such as socio-economic conditions and past education practices make South African open, distance and e-learning higher education (ODeLHE) challenging for socio-economically disadvantaged students. The growing trend of online tuition and assessment in South African universities requires research into strategies that may improve a student’s success and throughput. In ODeLHE, student self-directedness may contribute to academic success, and thus a reliable scale is needed to assess it. Currently, there is no such South African scale. Research approach/design and method: A quantitative, cross-sectional research design was implemented, using self-report data from the students of the College of Economic and Management Sciences at a South African ODeL university. The ALSDS comprises three factors: success orientation for ODeLHE (self-efficacy beliefs), active academic behaviour (learner agency) and use of strategic resources (learning context management). Main findings: The findings indicate that the ALSDS appears to be a valid, internally consistent and reliable scale suitable for assessing ODeLHE adult learners’ academic self-directedness. Further research is, however, required to establish metric and scalar invariance. Practical/managerial implications: The scale may provide a reliable starting point for developing a scale for assessing ODeLHE students’ existing academic self-directedness. Knowledge of existing self-directedness capacity may be useful in designing and implementing holistic learner support programmes. Contribution/value-add: The ALSDS may provide a reliable Afrocentric starting point for developing a measure for assessing the academic self-directedness of South African ODeLHE students.Keywords
This publication has 38 references indexed in Scilit:
- What happens in different contexts and how to do learner autonomy better?Teacher Development, 2011
- Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South AfricaDistance Education, 2011
- Examining undergraduate student learning journals for indicators of developing autonomy and professional capacity in an internship courseHigher Education Research & Development, 2011
- Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation ModelAdult Education Quarterly, 2010
- Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A ReviewThe Journal of Educational Research, 2006
- Becoming a Self-Regulated Learner: An OverviewTheory Into Practice, 2002
- Self-Directed Learning: Toward a Comprehensive ModelAdult Education Quarterly, 1997
- Teaching Learners To Be Self-DirectedAdult Education Quarterly, 1991
- Development and Validation of an Instrument to Identify Self-Directed Continuing LearnersAdult Education Quarterly, 1986
- Significance tests and goodness of fit in the analysis of covariance structures.Psychological Bulletin, 1980