Self-directed Learning, Personality Traits and Academic Achievement

Ana‐Maria Cazan · Bianca-Andreea Schiopca

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Personality Traits and Psychology Education, Achievement, and Giftedness Innovative Teaching and Learning Methods

Abstract

This study aims at analyzing the relations between self-directed learning, personality traits and academic achievement. The participants were 121 undergraduate students from a Romanian university. Self-rating scale of self-directed learning (SRSSDL) and IPIP–50 were used. Academic achievement was measured by the academic results collected for all the participants at the end of the academic year. Correlation and multiple regression analyses were used in examining the relationship between Big Five personality traits and learner self-direction. The results revealed that self-directed learning and personality traits are correlated and that self-directed learning predicts academic achievement.

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References

1969Education and Identity 1975Self-directed learning: A guide for learners and teachers 1997Self-Directed Learning: Toward a Comprehensive Model 1986International Encyclopedia of Education 1992Self-direction for lifelong learning: a comprehensive guide to theory and practice 2007Development of a self-rating scale of self-directed learning 1998Self‐directed learning and the learning organization: Examining the connection between the individual and the learning environment 2009An investigation of the construct validity of the personality trait of self-directed learning

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