An investigation of the construct validity of the personality trait of self-directed learning
An investigation of the construct validity of the personality trait of self-directed learning
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DOI：
10.1016/j.lindif.2009.03.001
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发表时间：
2009-12-01
影响因子：
3.6
通讯作者：
Smith, Ryan
中科院分区：
文献类型：
--
作者：
Lounsbury, John W.;Levy, Jacob J.;Smith, Ryan
以398名中学生为被试。568名高中生和1159名大学生，自我导向学习被发现与各级累积平均成绩以及大五人格特质（开放性，尽责性，情绪稳定性和外向性），狭义人格特质（乐观，职业决定，工作驱动和自我实现），职业兴趣（现实，调查。艺术，传统，以及科学，医学和数学），认知能力，生活以及大学满意度。基于4125名大学生的额外样本，验证性因素分析被用来验证我们的自我导向学习的10个项目的测量的单因素结构。结果进行了讨论，在自我导向学习者的人格特征，跨情境效度的自我导向学习在学术环境中，自我导向学习的结构效度的多种形式的证据，以及对未来的研究和实践的启示。(C)2009 Elsevier Inc. All rights reserved.
Based on samples of 398 middle school students. 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative. Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice. (C) 2009 Elsevier Inc. All rights reserved.