scholarly journals The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

2016 ◽  
Vol 4 (11) ◽  
pp. 2533-2540
Author(s):  
Dilan Bayındır ◽  
Asude Balaban Dağal
Keyword(s):  
Academic Achievement ◽  
Teacher Candidates ◽  
Metacognitive Awareness ◽  
Preschool Teacher ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship

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

2010 ◽  
Vol 13 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Sabry M. Abd-El-Fattah
Keyword(s):  
Academic Achievement ◽  
Self Management ◽  
Path Modeling ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Psychological Constructs ◽  
Mediation Analyses ◽  
Preliminary Validation ◽  
Directed Learning ◽  
The Relationship

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.

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