Relationship between Student’s Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

Abstract

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student’s Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation.According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.

Self-Efficacy, Adversity Quotient, and Students’ Achievement in Mathematics

“…The findings of the present study are also consistent with the results of the previous studies (Saeid & Eslaminejad, 2017;Kitsantas, Cheema, & Ware, 2011;Pajares & Miller, 1994), showing that self-confidence is critical for ies.ccsenet.org International Education Studies Vol. 10, No.…”

“…The internal factors include achievement motivation and self-concept (Awan & Noureen, 2012;Kupari & Nissinen, 2013), self-directed learning readiness and academic self-efficacy (Saeid & Eslaminejad, 2017;Kitsantas, Cheema, & Ware, 2011), self-efficacy (Apollo, 2005 andShofiah 2002), and students' attitudes towards mathematics learning (Ismail & Awang, 2009). Natural intellectual ability is another internal factor that affects mathematics achievement (Ghufron & Risnawati, 2010;Retnaningsih, 1998;and Suri, 2000), but it is far from the only factor.…”

External Factors, Internal Factors and Self-Directed Learning Readiness

“…The desire for achievement and interest in learning make them trying independently to pursue the achievement they desire. The results of research by Saeid and Eslaminejad (2017) which showed that self-directed learning readiness correlated significantly with self-efficacy and achievement motivation of students in Payamnoor University.…”

Middle School Students Perceptions about Twenty-First-Century Learning Practices in Science Classes: A Multidimensional Approach

“…When the self-directed learning results of the main study are examined, it is seen that, majority of the students agreed with the statements but there were also many undecided students. Considering the fact that self-directed learning is about both internal characteristics of students and external factors, learning environments, as an external factor, should be designed so that students experience self-directed learning (Saeid & Eslaminejad, 2016). This could be accomplished by providing students with opportunities to study by themselves or collaboratively with others (Fahnoe & Mishra, 2013).…”