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The Self-Directed Learning Readiness Scale: a factor analysis study
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DOI：10.1111/j.1365-2929.2005.02140.x.png)
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BACKGROUND The practice of medicine demands that its physician practitioners are self-directed, life-long learners. The Self-Directed Learning Readiness Scale (SDLRS) intends to measure adults' readiness to engage in self-directed learning. PURPOSE The present study assesses the underlying factor structure of the SDLRS for a sample of entering medical students. METHODS Over a period of 6 years, 972 first year medical students at the Virginia Commonwealth University School of Medicine completed the SDLRS. To summarise the inter-relationships among variables, a principal axis factor analysis with oblique rotation was used on the 58 SDLRS items. A series of confirmatory factor analyses using LISREL 8.54 was performed to further examine the measurement model underlying the SDLRS. RESULTS A 4-factor confirmatory model representing 4 correlated substantive factors and a reverse coding method factor fits these data well. CONCLUSIONS Medical educators should hold limited expectations of the SDLRS to measure medical students' readiness to engage in self-directed learning. The definitions and theoretical assumptions that inform readiness for self-directed learning should be reconsidered. Alternative approaches to studying self-directed learning should be explored.
Keyword:
education, medical, continuing, methods
learning, methods
factor analysis, statistical
students, medical, psychology
educational measurement
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