Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

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Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

Emerging Self-Directed Learning Strategies in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3465-5.ch008 ◽

2018 ◽

pp. 160-178

Author(s):

Ronda Cypret-Mahach

Keyword(s):

Professional Development ◽

Action Research ◽

Learning Strategies ◽

Teaching Practice ◽

Self Directed Learning ◽

Essential Questions ◽

Directed Learning ◽

Transformational Experiences ◽

Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

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THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

Lingual Journal of Language and Culture ◽

10.24843/ljlc.2019.v08.i02.p07 ◽

2020 ◽

Vol 8 (2) ◽

pp. 39

Author(s):

Hilda _ Yustitiasari

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Learning Strategy ◽

English Proficiency ◽

Language Learning Strategies ◽

Self Directed Learning ◽

Vocational College ◽

Language Learning Strategy ◽

Directed Learning ◽

The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

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Experience with a theme-based integrated renal module for a second-year MBBS class

AJP Advances in Physiology Education ◽

10.1152/advan.00069.2009 ◽

2010 ◽

Vol 34 (1) ◽

pp. 15-19 ◽

Cited By ~ 6

Author(s):

Riffat Shafi ◽

K. H. M. Quadri ◽

Waseem Ahmed ◽

Syed Nayer Mahmud ◽

Mobeen Iqbal

Keyword(s):

Critical Thinking ◽

Small Group ◽

Learning Strategies ◽

Medical Curriculum ◽

Faculty Members ◽

Learning Assessment ◽

Self Directed Learning ◽

Integrated Method ◽

Directed Learning ◽

Learning Issues

Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries.

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Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics

Journal of Educational Computing Research ◽

10.1177/0735633116651271 ◽

2016 ◽

Vol 54 (8) ◽

pp. 1168-1188 ◽

Cited By ~ 3

Author(s):

Andrew Chan-Chio Lao ◽

Hercy N. H. Cheng ◽

Mark C. L. Huang ◽

Oskar Ku ◽

Tak-Wai Chan

Keyword(s):

Learning Strategies ◽

Second Graders ◽

Motivational Orientation ◽

Learning Goals ◽

Self Directed Learning ◽

Computing Device ◽

Extrinsic Goals ◽

Learning Tasks ◽

Directed Learning ◽

And Mathematics

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefore, this study examines the differences in motivational orientation and learning strategies between second graders with different intensities of intrinsic and extrinsic goals. The results indicate that students with high intensity of both intrinsic and extrinsic goals demonstrate significantly higher motivational orientation and learning strategies than those with low intensity of goals. These results provide supportive evidence for the design of CS-SDL at the elementary level and offer a reference for exploring children’s motivational differences in CS-SDL.

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Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v21i230503 ◽

2021 ◽

pp. 19-34

Author(s):

Joenel D. Coros ◽

Dennis V. Madrigal

Keyword(s):

High School ◽

High School Students ◽

Significant Relationship ◽

Self Efficacy ◽

Academic Motivation ◽

Family Income ◽

Self Directed Learning ◽

School Students ◽

Directed Learning ◽

Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

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Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

International Journal of Science and Healthcare Research ◽

10.52403/ijshr.20210701 ◽

2021 ◽

Vol 6 (3) ◽

pp. 1-6

Author(s):

Prachita Walankar ◽

Vrushali Panhale

Keyword(s):

Medical Education ◽

Learning Strategies ◽

Rating Scale ◽

Essential Element ◽

T Test ◽

Moderate Level ◽

Self Directed Learning ◽

Learning Readiness ◽

Directed Learning ◽

Physiotherapy Students

Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P<0.05. A total 288 participants, 143(49.65%) were in preclinical phase and 145 (50.35%) in clinical phase. Out of 288 physiotherapy students, 60.76% students had moderate level, followed by 37.5% with high level and 1.74% with low level of SDL readiness. The total SRSSDL score was higher in clinical students as compared to preclinical students using independent t test (p=0.000). Also, subscale scores of SRSSDL, awareness (p=0.000), learning strategies (p=0.000), learning activities (p=0.000), evaluation (p=0.000) and interpersonal skills (p=0.04) were higher in clinical students as compared to preclinical students using independent t test. The study showed that physiotherapy students had moderate level of SDL readiness. The SDL readiness was found to be higher in clinical students as compared to preclinical. It will assist the medical educators to incorporate more active learning strategies to enhance SDL skills and help in curriculum development. Keywords: Self-directed learning, physical therapists, medical education, students.

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