Self-directed learning and academic adjustment at romanian students
ANA-MARIA CAZANa, MARIA MAGDALENA STANb
aUniversity Transilvania of Brasov, Department of Psychology and Training in Education
bUniversity of Pitești, Department of Educational Sciences
Self-directed learning has become one of the primary aims of education in the last few decades and the theory of self-directed learning (SDL) has been increasingly applied in the context of higher education. Facilitating the development of SDL skills will contribute to the learners’ success in their future careers, will enable them to engage in lifelong learning. The aim of this study was to analyse the relationships between academic adjustment, self-directed learning and learning engagement. We used the following scales: the Academic Adjustment Questionnaire, the Utrecht Work Engagement Scale and the Self-Rating Scale of Self-Directed Learning. The results showed that all the scales had good psychometric properties. The Pearson correlation coefficients between the dimensions included in the study were significant. The investigation of age and gender differences was not possible, given the high homogeny of the sample. The results were consistent with previous results, showing that self-directed learning and learning engagement could efficiently predict academic adjustment at the university level. The ability of a student to become a self-directed learner implies the development of their metacognitive skills, the ability to monitor and evaluate their own learning strategies, the ability to manage their interpersonal relationship, a self-directed learner being a successful student.
Cuvinte cheie:învățare autodirijată, adaptare academică, implicare în învățare.
Keywords:self-directed learning, academic achievement, learning engagememt.
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