خلاصة:
The aim of the present study was to examine the psychometric characteristics of Self-directed Learning Scale among students. The design of the present study was a correlational one. The statistical population of this research included all students in Tehran city, among whom 315students of Islamic Azad University were selected through available sampling method. The concerned population responded to such scales as Self-directed Learning Scale, Midgley’s Achievement Goal Orientations Scale and Barron's Emotional Intelligence Questionnaire. The SPSS (Version 22) and Lisrel (8, 54) software as well as factor analysis method, Chronbach's Alpha and Pierson's Correlation were used to analyze the data. The results of factor analysis showed that this scale was consisted of 4 factors, including motivation for learning, planning and implementation, self-monitoring and interpersonal relationships. Having examined the validity of the scale, it was indicated that this construct had a positive significant relationship with mastery goals, approach functional goals and all components of emotional intelligence. However, the former construct had a negative significant relationship with avoidance approach goals. The reliability of the scale was determined 0.91 for the whole scale using Cronbach's Alpha. Besides, the reliability of each subscales were determined as 0.81, 0.82, 0.75 and 0.75, respectively. The latter results indicated high capability of this instrument. The findings of the study indicated that the Persian version of Self-directed Learning Scale was characterized with acceptable psychometric characteristics among university students.
ملخص الجهاز:
The research population included all students in Tehran city, from whom 315 students from Islamic Azad University were selected using convenience sampling, and they responded to the self-directed learning scale, Midgley achievement goals, and the Baran emotional intelligence questionnaire.
The research findings indicate that the Persian version of the self-directed learning questionnaire in the student population possesses acceptable psychometric properties.
The most recent self-directed learning scale was designed by Cheng, Kuo, Lin, and Lee-Hsieh 5 (2010) and consists of 20 questions.
In addition to the total score, this scale measures 4 components of self-directed learning including learning motivation (6 questions), planning and implementation (6 questions), self-monitoring (4 questions), and interpersonal communication (4 questions).
Therefore, studying the psychometric properties of this scale in an Iranian sample, due to the lack of similar samples, provides Iranian researchers with the opportunity to have a tool with desirable sensitivity and reliability for evaluating and measuring self-directed learning.
Given the stated points, this research aims to introduce and examine the psychometric properties of the self-directed learning questionnaire and also its standardization in a sample of students.
Research Tools Self-Directed Learning Scale: This questionnaire was developed by Cheng et al.
Discussion and Conclusion The purpose of conducting the present research was to examine the factor structure of the self-directed learning scale in students.
Moreover, to calculate the validity of the scale, it was administered simultaneously with the emotional intelligence scale and achievement goals, which, based on conducted research, had a significant relationship with self-directed learning (Shen et al.
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