Academic Performance and the Practice of Self-Directed Learning: The Adult Student Perspective

Autor/in	Khiat, Henry
Titel	Academic Performance and the Practice of Self-Directed Learning: The Adult Student Perspective
Quelle	In: Journal of Further and Higher Education, 41 (2017) 1, S.44-59 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1062849
Schlagwörter	Academic Achievement; Independent Study; Student Attitudes; Foreign Countries; Adult Students; College Students; Online Surveys; Questionnaires; Likert Scales; Correlation; Singapore + Suchen Sie Ihr Suchwort? Schulleistung; Selbststudium; Schülerverhalten; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent; Fragebogen; Likert-Skala; Korrelation; Singapur
Abstract	The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students' study process at the case university. The relationship between the adult students' perceived competence level in self-directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert-type and open-ended response items. Eleven indicators of self-directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note-taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness and Stress Management. The findings showed that the adult students' perceived level of competence in the 11 self-directed learning indicators had a direct or an indirect effect on their academic performance. Based on the findings, the case university has conceptualised some new initiatives in the provision of support in terms of self-directed learning to help its adult students to do well in their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01