Mediating Effect of Goal Acquisition on the Relationship between Personal Factor and Self-Directed Learning

Annuar, Nursyamilah; Daud, Dazmin; Sabri, Sabiroh Md; Rahman, Nurul Labanihuda Abdull; Musairah, Sharifah Khairol; Mutalib, Hasyeilla Abd

doi:10.3390/proceedings2022082046

Cited by 2 publications

(2 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, they display high levels of perseverance that allow them to focus on their academic objectives in spite of interruptions and diversions, in that they have a higher probability of avoiding procrastination and continuing to work steadily toward their learning goals. As Annuar et al (2023) stated, conscientiousness urges learners to behave more politely and consistently, that is, to be more dependable and trustworthy while fulfilling a given task. Therefore, conscientiousness offers a solid basis for learning responsibility in the classroom by encouraging qualities and actions that promote efficient learning, academic achievement, and responsible engagement.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Pattern Between Personality Traits and Learning Responsibility

Akpur

2024

PEC

View full text Add to dashboard Cite

As the interest in the shift from teacher–centred paradigm to student–centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self–engagement in the learning process. In an attempt to explore the role of personality in self–engagement, this paper aims to assess the relationship pattern between individuals’ personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten–Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility. Keywords: personality traits, learning responsibility, student–centred learning, individual differences, The Big Five

show abstract

Section: Discussionmentioning

confidence: 99%

The Relationship Pattern Between Personality Traits and Learning Responsibility

Akpur

2024

PEC

View full text Add to dashboard Cite

show abstract

“…It posits that lifelong learning is fostered through these mediating factors. These factors, while not directly contributing to the development of lifelong learning competencies, indirectly facilitate their cultivation (Annuar et al, 2022). Specifically, this article aims to devise instruments for capturing the essence of variables conducive to lifelong learning, namely Lifelong Learning Mindset, Learning Habits, and Self-Directed Learning.…”

Section: Introductionmentioning

confidence: 99%

Development of Measurement Instruments for Teachers’ Lifelong Learning Mindset, Learning Habits and Self-Directed Learning

Wongwanich,

Pathumcharoenwattana,

Ratana-Ubol

2024

ABAC J

View full text Add to dashboard Cite

Lifelong learning is a crucial process that contributes to the continuous professional advancement opportunities for teachers. To promote teachers as lifelong learners, it is essential to leverage comprehensive insights into key mobilizing factors for lifelong learning, including a Lifelong Learning Mindset, Learning Habits, and Self-Directed Learning. This research aims to 1) develop measurement instruments for teachers’ Lifelong Learning Mindset, Learning Habits, and Self-Directed Learning, and to 2) examine the quality of the measurement instruments, including the establishment of norms for all three variables. The research sample consisted of 943 elementary school teachers, selected using stratified random sampling. The measurement instrument consisted of a questionnaire containing 35 items each utilizing a 5-point rating scale. The research findings show that item content validity ratio (CVR) values for each of the instrument subscales ranged between .71 and 1.00, while the content validity index (S-CVI) value for the entire scale was .97. The internal consistency reliability values for the individual variable subscales ranged from .925 to .963, while the construct validity using Confirmatory Factor Analysis (CFA) as measured by the Mplus program showed that the measurement model fit the empirical data at the .05 significance level. This study also established percentile norms for the developed instruments.

show abstract

Mediating Effect of Goal Acquisition on the Relationship between Personal Factor and Self-Directed Learning

Cited by 2 publications

References 40 publications

The Relationship Pattern Between Personality Traits and Learning Responsibility

The Relationship Pattern Between Personality Traits and Learning Responsibility

Development of Measurement Instruments for Teachers’ Lifelong Learning Mindset, Learning Habits and Self-Directed Learning

Contact Info

Product

Resources

About