An Examination of Learner Self-Direction in Relation to the Big Five and Narrow Personality Traits

Kirwan, Jeral R.; Lounsbury, John W.; Gibson, Lucy W.

doi:10.1177/2158244014534857

Cited by 25 publications

(14 citation statements)

References 44 publications

(64 reference statements)

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“…As expected, emotional regulation of the self is the most crucial for self‐directed learning. Given that self‐directed learners are goal oriented, it is critical for them to be self‐disciplined so as to realise their self‐defined learning goals (Kirwan et al ., ). Indeed, in the process of achieving learning goals, self‐regulation of emotions is important so as to override different temptations and short‐term attractions that may lead to distraction and procrastination in goal‐directed behaviour.…”

Section: Discussionmentioning

confidence: 97%

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Zhoc

Chung

King

2018

British Educational Res J

130

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Self-directed learning is recognised as a key goal of higher education. To facilitate self-directed learning, emotional intelligence (EI), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self-directed learning and how EI and self-directed learning contribute to key learning outcomes in higher education, including grade point average (GPA), generic learning outcomes (including social, cognitive and self-growth outcomes) and students' satisfaction with their university experience. The study adopted a prospective longitudinal design with 560 first-year undergraduate students completing different measures at the beginning and end of the academic year. Results of the structural equation modelling showed that EI had a strong effect on self-directed learning, which in turn was positively associated with GPA and various generic learning outcomes that are related to students' satisfaction with the university experience. To better delineate the relationship between EI and self-directed learning, multiple regression was performed. Results indicated that three key emotional abilities-emotional regulation of the self (ERS), appraisal of emotions in the self (AES) and emotional regulation of others (ERO)-were positively associated with self-directed learning. This study provided empirical evidence that students who are more emotionally intelligent are more self-directed, leading to higher achievement in both academic and generic development, which in turn results in higher university satisfaction. Implications of the findings are discussed.

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Section: Discussionmentioning

confidence: 97%

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Zhoc

Chung

King

2018

British Educational Res J

130

View full text Add to dashboard Cite

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“…Alharbi 2018; Barry and Egan 2018). Recent empirical studies have for instance reported strong correlations between learner self-directedness and four personality traits: conscientiousness, openness (the first two of the Big Five personality traits), 7 optimism and work drive (two narrow traits; Kirwan et al 2010Kirwan et al , 2014Lounsbury et al 2009;Major et al 2006). 8 However, such correlations need to be confirmed by further studies, as some differences were reported between studies.…”

Section: Who Is Likely To Carry It Out?mentioning

confidence: 99%

“…Jeral Kirwan et al (2014) also mention that several empirical measures have been developed to examine different dimensions of self-direction in learning, which include psychological factors such as the Oddi Continuing Learning Inventory (Oddi 1986), the Self-Directed Learning Readiness Scale (Guglielmino 1978), and the Personal Responsibility 7 "Numerous studies have verified the factor structure and construct validity of the Big Five constructs (Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism; Costa and McCrae, 1994). The five-factor model suggests that there are five independent factors of personality most commonly labeled: Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism (often referred to by the acronym OCEAN)" (Kirwan et al 2014, p. 3).…”

Section: Who Is Likely To Carry It Out?mentioning

confidence: 99%

Self-directed learning: A fundamental competence in a rapidly changing world

Morris

2019

Int Rev Educ

165

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Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings.

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“…Primarily, it may seem that unmarried individuals have more free time for learning; however, it should be taken into account that self-directed learners have great self- and time-management skills ( Kirwan, Lounsbury, & Gibson, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

Iranian Clinical Nurses’ Readiness for Self-Directed Learning

Malekian¹,

Ghiyasvandian²,

Cheraghi³

et al. 2015

GJHS

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Introduction:Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning.Aims:This study was undertaken to evaluate a group of Iranian clinical nurses’ readiness for self-directed learning and its relationship with some of their personal characteristics.Methods:This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher’s Self-directed Learning Readiness Scale.Findings:In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120–196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant.Conclusion:Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

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An Examination of Learner Self-Direction in Relation to the Big Five and Narrow Personality Traits

Cited by 25 publications

References 44 publications

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Self-directed learning: A fundamental competence in a rapidly changing world

Iranian Clinical Nurses’ Readiness for Self-Directed Learning

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