Validating a Modified Version of the Self-Directed Learning Readiness Scale (MSDLR) for use Among Undergraduate Students

Amanda Dumoulin; Jonathan Lau; Brandon Justus; Shayna Rusticus

Amanda R. Dumoulin Kwantlen Polytechnic University https://orcid.org/0000-0002-5083-9790
Jonathan B. K. Lau Kwantlen Polytechnic University https://orcid.org/0000-0002-4267-1123
Brandon J. Justus Kwantlen Polytechnic University https://orcid.org/0000-0003-0479-3741
Shayna A. Rusticus Kwantlen Polytechnic University https://orcid.org/0000-0002-4403-3061

Keywords: self-directed learning readiness, undergraduate students, validity

Abstract

Self-directed learning readiness (SDLR) refers to the degree to which learners are ready to be accountable for their own learning and learning needs and is a skill that students can develop. Understanding student levels of SDLR can help optimize the learning environment for more effective teaching and learning strategies. The purpose of this study was to provide additional validity evidence for a modified version of the SDLR scale. Evidence of internal structure and relations with other variables was examined in a sample of 203 undergraduate students. A confirmatory factor analysis did not support the three-factor structure of the modified SLDR scale; however, a follow-up exploratory factor analysis suggested that there were three factors, with some items not loading onto their intended factors. Evidence was provided for convergent validity, and mixed evidence was found for discriminant validity. Overall, these results suggest that some modifications may be needed for this scale, but there is potential for this measure to be suitable for assessing readiness for self-directed learning.