Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-22T08:39:21.609Z Has data issue: false hasContentIssue false
  • English
  • Français

Garrison's Model of Self-Directed Learning: Preliminary Validation and Relationship to Academic Achievement

Published online by Cambridge University Press:  10 January 2013

Sabry M. Abd-El-Fattah
Sabry M. Abd-El-Fattah*
Affiliation:
Minia University (Egypt)
*
Correspondence concerning this article should be addressed to Sabry M. Abd-El-Fattah. Department of Educational Psychology. Faculty of Education. Minia University. Minia. (Egypt). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

En este trabajo, 119 estudiantes posgraduados fueron evaluados de acuerdo con un cuestionario que mide tres constructos psicológicos implicados en el modelo de Garrison sobre aprendizaje autodirigido: autogestión, autoseguimiento, y motivación. Los análisis de mediación mostraron que estos constructos psicológicos están interrelacionados y que la motivación media en la relación entre autogestión y autoseguimiento. Los análisis de Path modeling indicaron que la autogestión y el autoseguimiento predecían significativamente el logro académico a lo largo de dos semestres en los que la autogestión era el mejor indicador. La motivación predecía significativamente el éxito académico sólo a lo largo del segundo semestre. Se discuten las implicaciones que estos resultados pueden tener sobre el aprendizaje autodirigido y el éxito académico en el contexto de un aula tradicional.

Keywords

self-directed learningself-managementself-monitoringmotivationpath modelingmediation analysisaprendizaje autodirigidoautogestiónautoseguimientomotivaciónPath modelinganálisis de mediación
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 586 - 596
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abd-El-Fattah, S. M. (2005). The effect of prior experience with computers, statistical self-efficacy, and computer anxiety on students' achievement in an introductory statistics course: A partial least squares path analysis. International Education Journal, 5, 71–79.Google Scholar
Anderson, M. R. (1993). Success in distance education courses versus traditional classroom education courses. (Unpublished doctoral thesis). Oregon State University.Google Scholar
Bagozzi, R. P., & Youjae, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74–94.Google Scholar
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.CrossRefGoogle ScholarPubMed
Boman, P., Smith, D. C., & Curtis, D. (2003). Effects of pessimism and explanatory style on development of anger in children. School Psychology International, 24, 80–94.CrossRefGoogle Scholar
Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspective on theory, research, and practice. New York: Routledge.Google Scholar
Brookfield, S. (1985). Self-directed learning: A critical review of research. In Brookfiled, S. (Ed.), Self-directed learning from theory to practice (pp. 5–16). San Francisco, CA: Jossey-Bass.Google Scholar
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.Google Scholar
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.CrossRefGoogle Scholar
Candy, P., Harri-Augstein, S., & Thomas, L. (1985). Reflection and the self-organized learner: A model of learning organizations. In Boud, D., Keough, R., & Walker, D. (Eds.), Reflection: Turning experience into learning (pp. 100–116). London: Kogan Page.Google Scholar
Chernick, M. R. (1999). Bootstrap methods: A practitioner's guide. New York: Wiley series in probability and statistics.Google Scholar
Chin, W. W. (1998). The partial least squares approach for structural equation modeling. In Macoulides, G. A. (Ed.), Modern methods for business research (pp. 295–336). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. In Hoyle, R. H. (Ed.), Statistical strategies for small sample research (pp. 307–341). Thousand Oaks: CA: Sage Publications.Google Scholar
Corno, L. (1989). Self-regulated learning: A volitional analysis. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 111–141). New York: Springer-Verlag.CrossRefGoogle Scholar
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.Google Scholar
Darmayanti, T. (1994). Readiness for self-directed learning and achievement of the students of Universitas Terbuka (Indonesian Open University). (Unpublished master's thesis). University of Victoria, British Columbia, Canadá.Google Scholar
Field, L. (1989). An investigation into the structure, validity, and reliability of Guglielmino's Self-Directed Learning Readiness Scale. Adult Education Quarterly, 39, 125–139.Google Scholar
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–5.CrossRefGoogle Scholar
Garrison, D. R. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10, 287–303.CrossRefGoogle Scholar
Garrison, D. R. (1993). An analysis of the control construct in self-directed learning. In Long, H. B. (Ed.), Emerging perspectives of self-directed learning (pp. 27–44): Oklahoma: Research Center for Continuing Professional and Higher Education of the University of Oklahoma.Google Scholar
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18–33.CrossRefGoogle Scholar
Gefen, D., Straub, D., & Boudreau, M. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 7, 1–78.Google Scholar
Guglielmino, L. M. (1977). Development of the Self-Directed Learning Readiness Scale. (Unpublished doctoral thesis). University of Georgia.Google Scholar
Guthrie, J. T., McGough, K., Bennett, L., & Rice, M. E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In Baker, L., Afflerbach, P., & Reinking, D. (Eds.), Developing engaged readers in school and home communities (pp. 165–190). Hillsdale, NJ: Erlbaum.Google Scholar
Haggerty, D. L. (2000). Engaging adult learners in self-directed learning and its impact on learning styles. (Unpublished doctoral thesis). University of New Orleans.Google Scholar
Haenlein, M., & Kaplan, A. M. (2004). A beginner's guide to partial least squares analysis. Understanding Statistics, 3, 283–297.CrossRefGoogle Scholar
Haron, S. (2003). The Relationship between readiness and facilitation of self-directed learning and academic achievement: A comparative study of web-based distance learning models of two universities. (Unpublished doctoral thesis). University of Putra, Malaysia.Google Scholar
Harriman, J. K. (1990). The relationship between self-directed learning readiness, completion, and achievement in a community college telecourse program. (Unpublished doctoral thesis). University of Georgia.Google Scholar
Hsu, Y. C., & Shiue, Y. M. (2005). The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media, 32, 143–155.Google Scholar
Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Management Journal, 20, 195–204.Google Scholar
Kanfer, R. (1989). Cognitive processes, dispositions, and behavior: Connecting the dots within and across paradigms. In Kanfer, R., Ackerman, P. L., & Cudeck, R. (Eds.), Abilities, motivation, and methodology (pp. 375–388). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Kline, P. (1986). A Handbook of test construction: Introduction to psychometric design. London: Methuen.Google Scholar
Knowles, M. (1975). Self-directed learning. New York: Association Press.Google Scholar
Long, H. B. (1989). Self-directed learning: Merging theory and practice. In Long, H. B. (Ed.), Self-directed learning: Merging theory and practice (pp. 1–12). Oklahoma: Research Center for Continuing Professional and Higher Education of the University of Oklahoma.Google Scholar
Morris, L. S. (1995). The relationship between self-directed learning readiness and academic performance in a nontraditional higher education program. (Unpublished doctoral thesis). University of Oklahoma.Google Scholar
Morrow, L. M., & Young, J. (1997). Parent, teacher, and child participation in a collaborative family literacy program: The effects of attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89, 736–742.Google Scholar
Nunnally, J. C. (1978). Psychometric theory (2 ed.). New York: McGraw-Hill.Google Scholar
Ogazon, A. G. (1995). The contribution of self-directed learning readiness to the achievement of junior students at a branch of the state of Florida university system. (Unpublished doctoral thesis). Florida International University.Google Scholar
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, and Computers, 36, 717–731.CrossRefGoogle ScholarPubMed
Peters, O. (1998). Learning and teaching in distance education: Analyses and interpretations from an international perspective. London: Kogan Page.Google Scholar
Pintrich, P. R., & DoGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–4.CrossRefGoogle Scholar
Prawat, R. S. (1992). Teachers' beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100, 354–395.Google Scholar
Resnick, L. B. (1991). Shared cognition: Thinking as social practice. In Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.), Perspectives on socially shared cognition (pp. 1–20). Washington, DC: American Psychological Association.Google Scholar
Ringle, C. M., Wende, S., & Will, A. (2005). SmartPLS 2.0 (M3) Beta. Hamburg, Germany: University of Hamburg.Google Scholar
Savoie, M. M. (1979). Continuing education for nurses: Predictors of success in courses requiring a degree of learner self-direction. (Unpublished doctoral thesis). University of Toronto, Canadá.Google Scholar
Sellin, N., & Keeves, J. (1997). Path analysis with latent variables. In Keeves, J. P. (Ed.), Educational research, methodology, and measurement: An international handbook (pp. 633–640). Oxford, UK: Pergamon.Google Scholar
Sharicey, S. B., & Sharpies, A. Y. (2001). An approach to consensus building using the Delphi technique: Developing a learning resource in mental health. Nurse Education Today, 21, 398–34.Google Scholar
Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. In Leinhardt, S. (Ed.), Sociological methodology (pp. 290–312). Washington DC: American Sociological Association.Google Scholar
Stewart, R. A. (2007). Investigating the link between self-directed learning readiness and project-based learning outcome: The case of international masters students in an engineering management course. European Journal of Engineering Education, 32, 453–465.Google Scholar
Straka, G. A. (1995). Problems of measuring self-directed learning readiness. Paper presented at the Asia-Pacific Seminar on Self-directed Learning, Seoul, Korea.Google Scholar
Temple, C., & Rodero, M. L. (1995). Active learning in a democratic classroom: The “Pedagogical invariants” of Celesting Freinet (Reading around the world), Reading Teacher, 49, 164–167.Google Scholar
Thompson, D. (1992). Beyond motivation: Nurses' participation and persistence in baccalaureate nursing programs. Adult Education Quarterly, 42, 94–105.CrossRefGoogle Scholar
Velicer, W. F., & Jackson, D. N. (1990). Component analysis versus common factor analysis: Some issues in selecting an appropriate procedure. Multivariate Behavioral Research, 25, 1–28.Google Scholar
Weisz, J. R. (1983). Can I control it? The pursuit of veridical answers across the life-span. In Baltes, P. B., & Brim, O. G. (Eds.), Life-span development and behavior (pp. 233–300). New York: Academic Press.Google Scholar
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.Google Scholar