A Structural Relationship among Influence of Others, Self-Directed Learning Readiness, Engineering Self-Efficacy and Career Attitude Maturity for Female Engineering Students

2014 ◽  
Vol 15 (2) ◽  
pp. 225-247 ◽  
Author(s):  
유영란 ◽  
KANGMYUNGHEE
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Structural Relationship ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

scholarly journals The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

scholarly journals The Impact of Self-Directed Learning Readiness on Critical Thinking and Self-Efficacy among the Students of the School of Physical Education and Sports

2018 ◽  
Vol 7 (6) ◽  
pp. 98 ◽  
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Critical Thinking ◽  
Physical Education ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Personal Information ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Impact ◽  
General Self Efficacy

The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher.The data obtained through the Personal Information Form was statistically analyzed using SPSS 20.0 package program. The candidates' personal information and inventory total scores and factor points were presented by calculating frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β)The study found a positive significant relationship between self-directed learning readiness and critical thinking. A positive significant relationship was also found between self-directed learning readiness and general self-efficacy. Finally, there was a positive high relationship between general self-efficacy and critical thinking.   The results of the study suggest that self-directed learning readiness affects critical thinking and general self-efficacy characteristics as it influences other aspects related to education. Self-directed learning readiness predicts critical thinking and general self-efficacy by 50.5%. Hence, authentic environments should be created to improve students' self-directed learning readiness when preparing education and training programs especially as a significant aspect of modern education systems in today's world.  

scholarly journals Relationship between Student’s Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

2016 ◽  
Vol 10 (1) ◽  
pp. 225 ◽  
Author(s):  
Nasim Saeid ◽  
Tahere Eslaminejad
Keyword(s):  
Achievement Motivation ◽  
Self Efficacy ◽  
Study Skills ◽  
Academic Motivation ◽  
Simple Random Sampling ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Academic Self Efficacy

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student’s Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation.According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.

scholarly journals Factors related to college students’ self-directed learning with technology

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Evren Sumuer
Keyword(s):  
College Students ◽  
Web 2.0 ◽  
Self Efficacy ◽  
Online Communication ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Web 2.0 Tools ◽  
Directed Learning ◽  
Learning With Technology ◽  
Computer Self Efficacy

This study investigated factors influencing college students’ self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their self-directed learning readiness, the use of Web 2.0 tools for learning, online communication self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students’ self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students’ online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology.

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