The Self-Rating Scale of Self-Directed Learning (SRSSDL): A factor analysis of the Italian version

Cadorin, Lucia; Bortoluzzi, Guido; Palese, Alvisa

doi:10.1016/j.nedt.2013.04.010

Cited by 41 publications

(81 citation statements)

References 20 publications

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“…According to the validation, the SRSSDL-Ita consists of 40 items distributed into eight factors: "Awareness," which included seven items (α =0.80); "Attitudes" eight items (α = 0.77); "Motivation" six items (α = 0.78); "Learning strategies" five items (α = 0.78); "Learning methods" four items (α = 0.67); "Learning activities" four items (α = 0.68); "Interpersonal skills" four items (α = 0.68); and "Constructing knowledge" two items (α = 0.73). These factors were labelled in accordance with the findings that emerged from EFA [9] and according to the andragogical theory developed by Knowles. [7] The responses for each item were rated using a five-point Likert scale (1 = never; 5 = always).…”

Section: Instrumentmentioning

confidence: 64%

“…[8] Measuring SDL abilities allows faculties and managers to identify those healthcare students or professionals who require specific support, as well as to measure the effectiveness of any implemented educational strategies. [9] With the current state of the knowledge in the field, the following tools measuring SDL abilities have been documented in scholarly publications:…”

Section: Introductionmentioning

confidence: 99%

“…[15] In 2007, the Self-Rating Scale of Self-Directed Learning (SRSSDL) was developed by Williamson [16] and validated among nursing students. With author permission, an Italian validation of the instrument [9] was undertaken. According to LLL principles and based on a continuing process of learning throughout professional life beginning with university education, [7] the Italian validation was based on an innovative approach.…”

Section: Introductionmentioning

confidence: 99%

“…The alpha coefficient of the tool was 0.92. [9] However, according to Watson and Thompson, a rigorous testing of hypothesized structures of a set of data can be obtained only using CFA given that EFA does not allow for rigorous testing of hypothesized structures. EFA is a preliminary step in the factor analysis process and the factor structures emerged have to be confirmed by CFA.…”

Section: Introductionmentioning

confidence: 99%

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The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Cadorin

Ghezzi²,

Camillo³

et al. 2016

JNEP

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Introduction: Healthcare students and professionals possess self-directed learning abilities at different levels of development. For educators, measuring these abilities allow to tailor teaching and mentoring interventions. The aim of this study was to validate the structure of the Self-Rating Scale of Self-Directed Learning, Italian version (SRSSDL-Ita). Methods: A cross-sectional study design was adopted involving a convenience sample of 593 healthcare students and professionals. A Confirmatory Factor Analysis was performed to confirm the validity of the measurement model of the original structure of the SRSSDL-Ita. Results: The Maximum Likelihood Meand-and-Variance (MLMV) to confirmatory factor analysis was used to examine the underlying latent variable structure of the SRSSDL-Ita, which was composed of 40 items. All standardized factor loadings were > 0.42. Latent dimensions were all positively correlated, ranging in magnitude between 0.28 and 0.78. The Chi-square value for the overall model was χ 2 (712) = 1,104.273 with p < .001, Root Mean Square Error of Approximation (RMSEA) (90% confidence interval (CI)) = 0.031 (lower bound 0.027; upper bound 0.054) with p = 1.00, and Standardized Root Mean Square Residual (SRMR) = 0.055. The overall interpretation of the fit indices suggests a more than acceptable fit between the hypothesized model and the data. The emerged structure confirms the original structure of the instrument composed of eight factors: "Awareness", "Attitudes", "Motivation", "Learning Strategies", "Learning Methods", "Learning Activities", "Interpersonal Skills" and "Constructing Knowledge". Conclusions: The SRSSDL-Ita structure was confirmed. Therefore, SRSSDL-Ita is a valid and practical tool that may contribute to determining learning needs among students and healthcare professionals; helping educators in identifying and implementing strategies to enhance SDL abilities in both groups.

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Section: Instrumentmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Cadorin

Ghezzi²,

Camillo³

et al. 2016

JNEP

Self Cite

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“…A range of research study findings revealed that the SRSSDL is an effective tool for self-assessment of SDL for healthcare professionals such as, nursing students, nurses, and radiologist technicians [20,[22][23][24].…”

Section: Self-rating Scale Of Self-directed Learning (Srssdl)mentioning

confidence: 99%

Student Evaluation of the Usefulness of the Self-rating Scale of Self-directed Learning tool in the FdSc in Health and Social Care Course

Williamson¹

2017

J Healthc Commun

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Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

et al. 2022

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Aim: To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries. Design:A cross-sectional comparative design across the countries. Methods:The study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model. Results:The nursing students' (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.

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The Self-Rating Scale of Self-Directed Learning (SRSSDL): A factor analysis of the Italian version

Cited by 41 publications

References 20 publications

The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Student Evaluation of the Usefulness of the Self-rating Scale of Self-directed Learning tool in the FdSc in Health and Social Care Course

Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

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