Table 1 Psychometric characteristics of SDL instruments
Instrument | Source | Countrya | Description | Participants | Psychometric Indices |
|---|---|---|---|---|---|
Self-Directed Learning Readiness Scale (SDLRS) | Guglielmino, 1977 [15] | US | Eight factors: openness to learning opportunities, self-concept as an effective learner, initiative and independence in learning, informed acceptance of responsibility for one’s own learning, love of learning, creativity, positive orientation to the future, ability to use basic study skills, and problem-solving skills Total items: 57 items 5-point Likert scale Score range: 57–285 | 307 students (subsequently validated in nursing students: [12, 16, 18, 41]) | Content validity: 3 rounds of Delphi study Internal consistency: α = .87 Construct validity: EFA explained variance: 48 % Concurrent validity: SDLRS vs. observed behaviours of the students – Self-Esteem r = .39, p. <0.01; Self-Efficacy r = .58, p. <0.01; Attitude r = .60, p. <0.01 [33] |
Self-Directed Learning Readiness Scale (SDLRS) | Fisher et al., 2001 [16] | AU | Three factors: self-management, desirefor learning, and self-control Total items: 40 5-point Likert scale Score range: 40–200 | 201 nursing students | Content validity: 2 rounds of Delphi study Internal consistency: α = .924 Construct validity: EFA explained variance: 36.4 % Concurrent validity: None reported |
Turkey version of Self-Directed Learning Readiness Scale (SDLRS_TU) | Kocaman et al., 2006 [17] | TR | Three factors: self-management, desire for learning, and self-control Total items: 40 5-point Likert scale Score range: 40–200 | 50 nursing students | Content validity: Translation from English to Turkish Internal consistency: α = .94 Construct validity: Known-groups technique t = 7.808 (p = 0.000) Concurrent validity: None reported |
Self-Directed Learning Readiness Scale (SDLRS) | Fisher and King, 2010 [18] | AU | Three factors: self-management, desire for learning, and self-control Total items: 40 5-point Likert scale Score range: 40–200 | 227 nursing students | Content validity: None reported Internal consistency: α = .87 Construct validity: CFA sub scale: Self management RMSEA = .039, GFI = .960, GFI-AGFI = .023, CFI = .971, SRMR = .039, Desire for learning RMSEA = .024, GFI = .971, GFI-AGFI = .020, CFI = .993, SRMR = .032, Self-control RMSEA = .054, GFI = .951, GFI-AGFI = .028, CFI = .930, SRMR = .031 Concurrent validity: None reported |
Self-Directed Learning Readiness Scale (SDLRS) | Williams and Brown, 2013 [2] | US | Three factors: self-management, desire for learning, and self-control Total items: 40 5-point Likert scale Score range: 40–200 | 233 undergraduate paramedics | Content validity: None reported Internal consistency: α = .90 Construct validity: CFA: RMSEA (90 % confidence interval (CI) = 0.102 (0.087, 0.116), AGFI = 0.815, CFI = 0.817, TLI = 0.781, and SRMR = 0.078. The best fitting model was the four-factor 36-item and three-factor 29-item. Concurrent validity: None reported |
Oddi Continuing Learning Inventory (OCLI) | Oddi et al., 1990 [19] | US | Three factors: motivational, effective and cognitive attributes: proactive drive versus reactive drive; commitment to learning versus apathy/aversion to learning and cognitive openness versus defensiveness Total items: 24 items 7 point Likert scale Score range: 24–168 | 256 registered nurses | Content validity: Panel of experts Internal consistency: α = .90 Construct validity: EFA explained variance: 45.7 % Concurrent validity: OCLI vs. three sub scale of the Adjective Checklist (ACL) [42]: Tendency to seek affiliation with others r = .26; Work productively and consciously toward a goal r = .53; Manifest initiative and high levels of aspiration r = .55. |
Self-Rating Scale of Self-Directed Learning (SRSSDL) | Williamson, 2007 [20] | UK | Five factors: awareness, learning strategies, learning activities, evaluation, and interpersonal skills Total items: 60 5-point Likert scale Score range: 60–300 | 30 nursing students | Content validity: 2 rounds of Delphi study Internal consistency: α = .71–.79 Construct validity: Known-groups technique, data not reported Concurrent validity: None reported |
Italian version of Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) | Cadorin et al., 2013 [21] | IT | Eight factors: awareness, attitudes, motivation, learning strategies, learning methods, learning activities, interpersonal skills and constructing knowledge Total items: 40 5-point Likert scale Score range: 40–200 | 847 nurses, radiology technicians, nursing students and radiology technician students | Content validity: Translation and back-translation Internal consistency: α = .92 Construct validity: EFA explained variance 53.3 % and CFAb > χ 2 (712) = 1104.273 with p < 0.001, RMSEA = 0.031 (lower bound 0.027; upper bound 0.054) with p = 1.00, SRMR = 0.055 Concurrent validity: None reported |
Self-Directed Learning Instrument (SDLI) | Cheng et al., 2010 [5] | TW | Four factors: learning motivation, planning and implementing, self-monitoring, and interpersonal communication. Total items: 20 5-point Likert scale Score range: 20–100 | 1,072 nursing students | Content validity: 2 rounds of Delphi study Internal consistency: α = .91 Construct validity: CFA RMS = 0.04, RMSEA = 0.057, GFI = 0.94, AGFI = 0.92, NFI = 0.93) Concurrent validity: None reported |
Self-Directed Learning Instrument (SDLI) | Shen et al., 2014 [8] | CN | Four factors: learning motivation, planning and implementing, self-monitoring, and interpersonal communication. Total Items: 20 5-point Likert scale Score range: 20–100 | 1,499 nursing students | Content validity: None reported Internal consistency: α = .91 Construct validity: EFA explained variance 53.3 % CFA: RMR = 0.028, RMSEA = 0.057, CFI = 0.930, GFI = 0.929, AGFI = 0.909, PGFI = 0.781, NFI = 0.905 Concurrent validity: SDI vs. SRSSDL Pearson .87 (p = .000) |