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Article history:
Accepted 2 November 2015
Keywords:
Self-directed learning readiness
Learning environment
Academic performance
Saudi Arabia
s u m m a r y
Background: There has been some ground-breaking research on self-directed learning (SDL) in nursing education
which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance
and the development of positive attitudes toward the learning process on the part of both students and teachers.
Objectives: The relationship between students' self-directed learning readiness (SDLR) and students' academic
performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their
SDLR and thus boost their academic performance (in terms of their GPA).
Design: A descriptive design was used to examine the relationships between the domains of SDLR, which are selfmanagement, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and
students' GPA.
Data source: A survey involving 142 Saudi students from nursing and emergency medical services undergraduate
programs in King Saud University was used for this research.
Results: The results showed that SDLR level positively inuenced students' academic performance positively, and
that students' perceptions of their learning environment played a signicant role in determining their level of
SDLR and academic performance.
Conclusion: It is recommended that nursing and emergency medical services educators provide a supportive
learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate
workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in
turn, enhance their academic performance.
2015 Elsevier Ltd. All rights reserved.
Introduction
Today's rapid changes at cultural, political, social, and economical
levels create an urgent need for self-directed learning (SDL), which is
equally important to both children and adults alike. In the information
age, knowledge explosion and the rapid evolution of technology have
become major challenges for learners to keep up with the large amount
of knowledge and practical applications of technological discoveries. In
addition, the difculty in predicting the potential changes brought
about by knowledge explosion makes learners more unprepared to
meet their future needs. Consequently, formal education and training
no longer help learners face their future learning needs in an effective
manner (Brockett, 2006).
From the above-mentioned ideas, it can be inferred that SDL has recently become one of the best ways of adapting to the current changes,
including the explosion of knowledge, as it can help learners to respond
http://dx.doi.org/10.1016/j.nedt.2015.11.003
0260-6917/ 2015 Elsevier Ltd. All rights reserved.
250
that explain the meaning and the context of SDL. Three parameters have
been taken into consideration by researchers to re-structure their works
and create an SDL theory. According to Roberson (2005), these parameters are (Shiong et al., 2009: 82):
i. an individual learner's dispositions and activities characterizing
self-directed approaches,
ii. a relevant cultural context or educational philosophy, and
iii. the social, historical, and educative conditions inuencing SDL.
Independent Variable
SDL Readiness
1-Self-management
2-Desire to learn
3-Self-control
Moderating Variable
251
Dependent Variable
Students' Academic
Performance
Methodology
Population and Methods
This study is cross sectional and descriptive in nature. Its target
population consisted of all nal-year undergraduate students at the
Nursing Department and Emergency Medical Services College of
Faculty of Applied Medical Sciences of King Saud University in Saudi
Arabia during the month of May 2014. These students are required to
complete a total of 3-year education after passing the preparatory
year, and they have to pass 1-year internship before holding the graduation certicate. The sample group included all nursing students in the
selected population. The questionnaire was distributed among the 167
registered students and collected during the class time. A total of 142
completed questionnaires were returned (response rate = 93.2%) and
analyzed.
Instrument Selection
Based on the conceptual framework of this study, some validated
instruments were found to be suitable for measuring the proposed
variables (factors). A questionnaire was designed in English (the formal
language of instruction) and included demographic data (age and
gender), academic performance in terms of students' GPA, students'
Self-Directed Learning Readiness Scale (SDLRS), and Course Experience
Questionnaire (CEQ).
Table 1
Conrmatory factor analysis (CFA) for the present study.
Models
df
df
TLI
CFI
RMSEA
5-factor model
3-factor model
2-factor model
1-factor model
675.15
1,876.54
773.32
2,456.33
151
162
174
179
1,201.39
98.17
1,781.18
11
23
28
0.97
0.75
0.93
0.64
0.96
0.84
0.93
0.71
0.05
0.15
0.08
0.17
252
Table 2
Descriptive statistics, Cronbach's coefcient alpha, and zero-order correlations.
1
2
3
4
5
Models
Mean
Standard
deviation
Self-management
Desire to learn
Self-control
Students' perceptions of the learning
environment
Students' academic performance (GPA)
3.45
4.12
4.21
3.65
0.93
1.03
1.04
1.33
0.92
0.73
0.68
0.65
0.89
0.79
0.68
0.93
0.72
0.91
3.28
1.92
0.73
0.82
0.62
0.47
0.89
Results
According to Hu and Bentler (1999), the recommended score of the
TuckerLewis index (TLI), which is greater than or equal to 0.96, the
comparative t index (CFI), which is greater than or equal to 0.96, and
the root mean square error of approximation (RMSEA), which is less
than or equal to 0.06, prove that the proposed model of mediation is
the most suitable one. As Table 1 shows, the signicant difference in
Self management
0.45**
Desire to learn
Self-control
253
Self
management
0.49**
0.56**
Desire to learn
0.42**
Students'
Perceptions of
the Learning
Environment
0.58**
Students'
Academic
Performance
(GPA)
0.55**
0.38**
Self-control
Acknowledgment
The author extends his appreciation to the Deanship of Scientic
Research at King Saud University for funding this work through research
project number 008.
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