Deep and rapid changes in a "high-tech" society exceed the ability of formal educational systems to respond to new learning needs. Therefore, the future of post secondary education will increasingly include emphases on self-directed learning skills and activities. Despite recognition of such a trend, knowledge of self-directed learning and self-directed learners is in its infancy.This study-of self-directed learning and performance was designed to determine the relationship of self-directed learning readiness and performance in an occupational setting. Business, government and industry are expected to depend heavily upon self-directed learning in the future. Because of the increasingly close relationship between education and these sectors of the economy, educators should have a keen interest in this kind of research.The sample included 753 individuals selected from the population of a large American utility company: 421 were managers and 318 were non-managers; 14 subjects did not define their occupational status. Subjects provided information on their management level, sex, age, education, race, job performance rating, creativity required on their jobs, problem-solving ability needed in their jobs and degree of change in their work. Nine hypotheses were tested at the 0.05 level of significance.Selected conclusions are as follows: (a) outstanding performers in jobs requiring a very high level of creativity had significantly higher SDLRS scores than others; (b) outstanding performers in jobs requiring a very high degree of problem-solving skill had significantly higher SDLRS scores than others; and (c) individuals who have completed higher levels of education tend to have higher SDLRS scores.
The attributes of self-direction in learning are becoming increasingly important as the need for lifelong learning grows in strength. Educators are challenged to assist in the development of self-directed learning skills and to encourage learners to more freely use self-direction in their learning activities. Unfortunately, there are few validated procedures for identifying the self-directed learners. Guglielmino's Self-Directed Learning Readiness Scale is one of the few instruments identified in the literature for the purpose of measuring self-direction in learning. Even though the scale has been widely used, additional validation is needed.This study was designed to use a multitrait-multimethod procedure for determining the validity of the SDLRS. The sample included 136 college students from two different colleges: 63 black students, 70 white students and 3 students of other nationalities (other than USA). Thirtyseven specific hypotheses were tested. Findings concerning selected hypotheses are discussed. Three general conclusions concerning the validity of the SDLRS are as follows: (1) The findings are supportive of the validity of the SDLRS; (2) Significant differences were noted in faculty ratings according to racial composition and student scores on the SDLRS; (3) Significant associations exist between the S DLRS scores and variables such as age, educational level and ARS (agreement response set).The concept of self-direction in learning is an attractive idea that seems to be of increasing interest in higher education circles. The literature on the self-directed learner is abundant and increasing (Guglielmino, 1977;Smith and Haverkamp, 1977). Yet educators are challenged to distinguish between those adults who possess the characteristics often believed to be associated with self-direction in learning and those adults who fail to reveal such attributes.As it is customary to attempt to identify important characteristics among individuals by the use of some kind of paper and pencil scale, an examination of the literature reveals a possible instrument for this purpose: Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) (1977). The SDLRS is recommended as having power to identify self-direction in learning behavior.
Berlyne (6) has proposed that epistemic curiosity, the desire to gain knowledge, can be evoked by "surprising information." This study investigated the relative associations of curiosity evoked by surprise and of perceived value of information to the desire to know more about psychological research topics. The sample consisted of 79 volunteers from both evening credit classes and non-credit continuing education classes ranging in age from 21 to 52. A significant positive correlation was observed between perceived value and desire for knowledge, but the positive relationship observed between surprise and desire for knowledge was not statistically significant. Comparison of results to similar research with adolescents suggested that the importance of curiosity as a motivation to learn may decline in adulthood. Results were, however, consistent with Berlyne's contention that curiosity adds to the motivation derived from perceived value of information. The importance of further research was stressed.
Formal recognition of, and planning for, self-direction in learning (SDL) often constitutes a sigmficant change in educational approaches. As a result, a high degree of intimidation is associated with its introduction to individuals who have no previous SDL experience. Thus, fear of the unknown, along with a reasonable satisfaction with the status quo, contributes to resistance. While the primary purpose of this chapter is to identify and report some resources that may contain hlelpful suggestions and ideas about overcoming resistance to SDL, several corollary objectives exist. In order to identify the literature, and to take appropriate action to overcome resistance, some parameters concerning the topic need to be established. Therefore, the following content is of three lunds. First, an effort is made to clarify critical terminoloa. Second, comments are made about theoretical aspects of resistance. Third, three dimensions of resistance are &scussed briefly. A listing of selected resources is followed by a concluding comment.
The investigator analyzed the abstracts of all research papers and classified them according to predetermined criteria following the work of Long and Agyekum. Findings indicate that 355 papers were presented by 347 different individuals including faculty from 83 post-secondary education institutions in the U.S.A. and 13 Canadian Colleges and Universities. Some 65 individuals made two or more presentations during the period. Nine different types of research papers were presented; 55 percent of the papers were based on descriptive research procedures. Four different kinds of descriptive research data collection procedures were identified and analyzed. Ten kinds of content were reported; 28% of the papers reported on research that focused on program areas and 24% of the papers were concerned with program planning and administration. The categories of program areas, program planning and administration and adult education as a field of study accounted for 68% of the papers, by content. Representatives from seven higher education institutions accounted for 127 papers. Four of these institutions are from the U.S.A. and three are from Canada. The University of Wisconsin at Madison is the leading institution according to number of papers and individuals. Other analyses and conclusions are reported.
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