Self-Directed Learning and Academic Achievement in Secondary Online Students.
Self-Directed Learning and Academic Achievement in Secondary Online Students.
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在线中学生的自主学习和学术成就。
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
E. Carson
中科院分区：
文献类型：
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作者：
E. Carson
本研究考察了八年级学生自我导向学习的特点
到12岁，通过东南部的一个全州范围的在线项目参加在线课程
美国的该研究调查了SDL是否存在不同的潜在类别;
根据性别、种族和年级水平，SDL存在显著差异;
显著不同的在线课程完成，在线最终成绩或GPA与
SDL类成员资格。
来自780例入组的现有数据包括掩蔽的人口统计学和成就数据，
以及对12项自我导向学习量表（SDLI）的回答，这些回答基于
李克特五分制量表本研究中使用的SDLI是从原来的10项修改而来的
版本（Lounsbury，Levy，Park，吉布森，& Smith，2009）。基于项目的心理测量分析
反应理论导致从原始SDLI中选择9个项目，
项，以从项响应生成SDL的度量。SDL量表分数计算基于
Samejima（1969）的分级反应模型被用于潜在类别分析，
在随后的统计分析中使用的SDL的三个潜在类别模型，
研究问题。
推断统计的结果支持的前提是，统计上不同的潜在
SDL的班级确实存在于在线中学学生的人群中，
自我导向学习与学业成绩的相关性。该分析结果
表明SDL在性别或种族方面没有显著差异。虽然SDL在年级水平上存在统计学差异，但效果大小非常小。完成
在线课程与自我导向学习的班级成员关系显著
不同的SDL类成员。虽然在学术上有显著差异，
通过最终在线课程成绩表示的成就，效应量表明没有实际意义
意义在学业成绩方面也有显著差异，
平均绩点这一结果可能有助于在线中学的实际应用。
进一步研究的建议包括对城市学生及以上的学生进行重复研究
几个学期。
This study examined attributes of self-directed learning (SDL) in students, grades 8
through 12, taking online courses through a state-wide online program in the Southeastern
United States. The study investigated whether distinct latent classes of SDL exist; whether there
was a significant difference in SDL according to gender, ethnicity, and grade level; and whether
significantly different online course completion, online final grade, or GPA were associated with
SDL class membership.
Existing data from 780 enrollments included masked demographic and achievement data,
and responses to the 12-item Self-directed Learning Inventory (SDLI) with responses based on a
five-point Likert scale. The SDLI used in this study was modified from the original 10-item
version (Lounsbury, Levy, Park, Gibson, & Smith, 2009). Psychometric analysis based on item
response theory resulted in selection of nine items from the original SDLI and one of the new
items to generate measures of SDL from the item responses. SDL scale score calculations based
on Samejima’s (1969) graded response model were used in latent class analysis resulting in the
three latent class model for SDL used in subsequent statistical analyses when addressing the
research questions.
Results of inferential statistics support the premise that statistically different latent
classes of SDL do exist within the population of online secondary students, and that there is a
correlation between self-directed learning and academic achievement. Results of this analysis
indicate that there is no significant difference in SDL according to gender or ethnicity. While SDL is statistically different by grade level, the effect size is very small. The completion of
online courses associated with self-directed learning class membership was significantly
different by SDL class membership. Although there was a significant difference in academic
achievement as expressed by final online course grades, the effect size indicated no practical
significance. There was also a significant difference in academic achievement as expressed by
GPA. This result may lend itself to practical application for online secondary schools.
Recommendations for further study included repetition of the study with urban students and over
several terms.
影响因子：
3.6
作者：
Abar, Beau;Loken, Eric
通讯作者：
Loken, Eric
影响因子：
7
作者：
Flora, DB;Curran, PJ
通讯作者：
Curran, PJ