Mediation Effects of Self-Control in Influence of Self-Concept Relationship on Self-Directed Learning: Longitudinal Mediation Analysis Using Autoregressive Cross-Lagged Model

2020 ◽  
Vol 20 (21) ◽  
pp. 1411-1429
Author(s):  
kyung ae Cho ◽  
ji hyeon Kim
Keyword(s):  
Mediation Analysis ◽  
Self Control ◽  
Self Concept ◽  
Self Directed Learning ◽  
Mediation Effects ◽  
Longitudinal Mediation ◽  
Directed Learning

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

2011 ◽  
Vol 35 (4) ◽  
pp. 393-395 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Murray Fisher ◽  
Asha Kamath ◽  
T. Aizan Izzati ◽  
Saidatul Nabila ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Low Achievers ◽  
Self Control ◽  
High Achievers ◽  
Self Management ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

scholarly journals THE USE OF BLENDED LEARNING TO IMPROVE STUDENTS’ SELF DIRECTED LEARNING IN ACCOUNTING CLASS AT SMK N 7 YOGYAKARTA ACADEMIC YEAR OF 2014/2015

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Yolandaru Septiana ◽  
Annisa Ratna Sari
Keyword(s):  
Blended Learning ◽  
Research Result ◽  
The Self ◽  
Self Control ◽  
Self Management ◽  
Average Score ◽  
Self Directed Learning ◽  
Data Presentation ◽  
Directed Learning ◽  
Academic Year

Based on the pre-research questionnaire in accounting introduction class at SMK N 7 Yogyakarta, 64,68% students have self management, 75,00% students have desire for learning and 71,00% students have characteristics of self control. This shows the self directed learning is low. Thus, the type of this research aimed to improve students’ Self Directed Learning of Class X AK 1 SMK N 7 Yogyakarta Academic Year of 2014/2015. The research is done in two cycles uses one kinds of data collection techniques is questionnaire. The data collected was analyzed by qualitative analysis using three steps, data reduction, data presentation and conclusion formulation. The analysis is completed with descriptive quantitative analysis to calculate the score of Self Directed Learning. Based on the research result, the implementation of Blended Learning is able to improve students’ Self Directed Learning of the class X AK 1 SMK N 7 Yogyakarta academic year of 2014/2015. It is proven by the improvements of X AK 1’s average score of Self Directed Learning from 73,66% on the first cycle and reaches to 79,60% on the implementation of the second cycle. This improvement shows that using Blended Learning is able to improve students’ Self Directed Learning of class X AK 1 SMK N 7 Yogyakarta.   Keywords: Blended Learning, Self Directed Learning, Accounting Class

scholarly journals INSTRUMEN KESEDIAAN PEMBELAJARAN TERARAH KENDIRI

2015 ◽  
Vol 3 (1) ◽  
pp. 77-110
Author(s):  
Khairul Azhar Mat Daud ◽  
Nik Zulkarnaen Khidzir ◽  
Hasyamuddin Othman
Keyword(s):  
Student Motivation ◽  
High Reliability ◽  
Self Control ◽  
Self Management ◽  
Pilot Test ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Cronbach Alpha ◽  
Directed Learning ◽  
Very High

AbstrakInstrumen kesediaan pembelajaran terarah kendiri (KPTK) adalah merupakan instrumen yangdibangunkan bagi mengukur tahap kesediaan pelajar untuk belajar secara terarah kendiri. InstrumenKPTK dibangunkan hasil daripada adaptasi intrumen ”self-directed learning readiness scale” (SDLRS)yang dibangunkan oleh Guglielmino (1977). Instrumen SDLRS ini diadaptasikan supaya penggunaaninstrumen yang akan dibangunkan dapat disesuaikan dengan iklim setempat dari pelbagai aspek yangsaling mempengaruhi dalam sistem pengajaran dan pembelajaran di Malaysia. Antara aspek yang salingmempengaruhi sistem pengajaran dan pembelajaran di Malaysia adalah seperti aspek pengurusan,pelaksanaan, sistem pembelajaran, kemudahan infrastruktur, motivasi pelajar, pencapaian dan tahapsosioekonomi pelajar. Pembangunan instrumen KPTK ini melalui lima fasa utama iaitu ; penterjemahan,pengesahan dari pakar bahasa, kajian rintis, analisis kebolehpercayaan dan akhirnya pembangunanformat instrumen. Melalui analisis yang dibuat, adalah didapati nilai kebolehpercayaan instrumen inisangat tinggi iaitu alpha cronbach, ? = 0.9204. Kesediaan pembelajaran terarah kendiri terbentuk daripadatiga konstruk utama iaitu Pengurusan kendiri (alpha cronbach,? = 0.8780), Keazaman untuk belajar (alphacronbach,? = 0.8634), dan kawalan kendiri (alpha cronbach,? = 0.8496). Abstract The instrument of Self-Directed Learning Readiness Scale (SDLRS) is an instrument developed tomeasure students’ readiness for self-directed learning. The SDLRS instrument was developed by adaptingthe original instrument which is established from Guglielminno (1977). The original SDLRS instrumentfrom Guglielmino (1977) has been adapted in order to mismatch its application with the local culture froma variety of aspects influencing the Malaysian education system. The particular aspects that influencethe Malaysian educational system is management, implementation, learning systems, infrastructure,student motivation, achievement and students socioeconomics. The development of SDLRS is through aproper process with five main phases namely; language expertise, pilot test, the analysis of reliability andfinally, the development of an instrument format. Through the analysis, it is found that the value of theseinstruments has a very high reliability of Cronbach alpha, ? = 0.9204. Self-directed learning readiness isformed by three constructs such as Self-Management (Cronbach alpha, ? = 0.8780), determination tolearn (Cronbach alpha, ? = 0.8634), and self-control (Cronbach alpha, ? = 0.8496).

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