scholarly journals An Initial Validation Study of the Self-Rating Scale of Self-Directed Learning for Pharmacy Education

2018 ◽  
Vol 82 (3) ◽  
pp. 6251 ◽  
Author(s):  
Linda S. Behar-Horenstein ◽  
Diane E Beck ◽  
Yu Su
Keyword(s):  
Validation Study ◽  
Rating Scale ◽  
Pharmacy Education ◽  
The Self ◽  
Self Directed Learning ◽  
Initial Validation ◽  
Self Rating ◽  
Directed Learning

scholarly journals Development of self-rating scale instrument of self-directed learning skills for high school students

2019 ◽  
Vol 23 (1) ◽  
pp. 1-11
Author(s):  
Intan Febry Sulasiwi ◽  
Supriyono Koes Handayanto ◽  
Wartono Wartono
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Rating Scale ◽  
The Self ◽  
Self Directed Learning ◽  
School Students ◽  
Self Rating ◽  
Factors Analysis ◽  
Five Factors ◽  
Directed Learning

This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).

Construct Validity of the Self-Directed Learning Readiness Scale

1979 ◽  
Vol 3 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Salah A. Mourad ◽  
E. Paul Torrance
Keyword(s):  
Principal Component Analysis ◽  
Internal Control ◽  
Rating Scale ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

The Self-Directed Learning Readiness Scale (SDLRS) was administered to 684 gifted students randomly selected from 1500 students enrolled in the Future Problem Solving for Gifted/Talented students. Teachers rated 569 gifted students on a Teacher Rating Scale (TRS) for students' abilities, skills, and motivations required for self directed learning. A principal component analysis of the SDLRS resulted in eight factors. These factors were labeled: attitude toward and joy of learning; self-confidence in abilities and skills for learning; complexity, adventure, and independence in learning; attraction to new and unusual situations; internal control; self-understanding; and responsibility for own learning. Another principal component analysis for the TRS resulted in one factor. The TRS total scores were correlated with the estimated eight SDLRS scores (using unit weights). Significant relationships were found between TRS scores and the first seven and total SDLRS scores. These results give some support for the validity of the SDLRS.

Self-Rating Scale of Self-Directed Learning (SRSSDL): preliminary results from the Italian validation process

2010 ◽  
Vol 16 (4) ◽  
pp. 363-373 ◽  
Author(s):  
Lucia Cadorin ◽  
Nicoletta Suter ◽  
Luisa Saiani ◽  
Swapna Naskar Williamson ◽  
Alvisa Palese
Keyword(s):  
Rating Scale ◽  
Validation Process ◽  
Self Directed Learning ◽  
Preliminary Results ◽  
Self Rating ◽  
Italian Validation ◽  
Directed Learning
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