Developing a Self-Directed Learning Educational Package and Determining Its Effectiveness on Students' Academic Motivation

Ahmadi, Maryam Alsadat; Sabet, Mehrdad; Abolmaali, Khadije; Dortaj, Fariborz

doi:10.22054/jem.2024.77497.3516

Document Type : Research Paper

Authors

¹ PhD Student in Educational Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran

² Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

³ Professor, Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran

⁴ Professor, Department of Psychology, Allameh Tabataba'i Universit, Tehran, Iran

https://doi.org/10.22054/jem.2024.77497.3516

Abstract

The current study aims to develop a self-directed learning educational package and evaluate its effectiveness on the academic motivation of learners through a semi-experimental design (pre-test and post-test, followed by a one-month follow-up with the experimental group and control group). Additionally, a qualitative exploratory approach will be employed to gather and analyze data. The statistical population for the quantitative section comprises all female students from the first secondary school in Tehran during the academic year of 1400-01. These girls were selected from the 5th district of Tehran, as the researcher had better access to these institutions compared to the first secondary schools in the 19 districts of the city. The initial screening process, based on the formula provided by Tabanchik and Fidel (2014), along with Pallant (2020), resulted in the selection of a total of 30 students. These individuals were then randomly assigned to two groups (experimental, N=15; control, N=15), creating a balanced sample size for the study. Data analysis for this study was carried out using mixed analysis of variance and thematic analysis. The findings demonstrate that, irrespective of the group, there has been an improvement over time in self-directed learning and its constituent components, excluding interpersonal communication. Furthermore, the average of the self-directed learning training group in the follow-up phase exhibited a significantly higher mean compared to the control group.

Keywords

References

حسینیان، سیمین، کریمی، سارا، و پیمان پاک، فائزه. (1402). ویژگی‌های روان‌سنجی نسخه فارسی مقیاس منابع خودکارآمدی مشاوران مدرسه. فصلنامه اندازه‌گیری تربیتی،14(54)، 56-78. doi: 10.22054/jem.2024.70934.3411

شیوندی، کامران، آزاد فارسانی، یاسر، و ریاحی، موسی. (1398). بررسی ویژگی‌های روان‌سنجی فرم کوتاه مقیاس خودکارآمدی تصمیم‌گیری شغلی. فصلنامه اندازه‌گیری تربیتی،10(36)، 49-64. doi: 10.22054/jem.2020.38390.1869

Anderman, E. (2015). Goal orientation theory. Education. Retrieved from: http://www.education.com/reference/article/goal-orientation-theory/https://doi.org/10.1111/bjep.12053

Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417. https://doi.org/10.1037/0033-2909.121.3.417

Chen, L., Zilioli, S., Jiang, Y., Wang, X., & Lin, D. (2021). Perceived social support and children’s physiological responses to stress: An examination of the stress-buffering hypothesis. Psychosomatic Medicine, 83(1), 51-61. https://doi.org/10.1097/psy.0000000000000875

Chen, Z. H., Ma, Y. Y., Feng, X. H., & Lin, Y. (2023). Correlation analysis of self‐directed learning ability, self‐efficacy and academic burnout of junior nursing college students in closed management colleges. Nursing Open, 10(4), 2508-2518. DOI: 10.1002/nop2.1509

Chun DK (2013). Coaching strategy of self-directed Learning. Seoul: Hakji-sa. doi: 10.1111/tct.13109

Danilewicz, W., Korzeniecka-Bondar, A., Kowalczuk-Walędziak, M., & Lauwers, G. M. L. V. (2019). Rethinking teacher education for the 21st century: Trends, challenges and new directions (p. 402). Verlag Barbara Budrich. DOI10.3224/84742241

Dekker, S., Krabbendam, L., Lee, N., Boschloo, A., De Groot, R., & Jolles, J. (2016). Dominant goal orientations predict differences in academic achievement during adolescence through metacognitive self-regulation. Journal of Educational and Developmental Psychology, 6(1), 47. DOI:10.5539/jedp.v6n1p47

Delahaij, R., & van Dam, K. (2016). Coping style development: The role of learning goal orientation and metacognitive awareness. Personality and Individual Differences, 92, 57- 62. https://doi.org/10.1016/j.paid.2015.12.012

Demirtas, V. Y. (2018). A Study on Teacher Candidates' Self-Efficacy, Motivation and Affection Levels for Children. Journal of Education and Training Studies, 6(12), 111-125. DOI:10.11114/jets.v6i12.3661

Earl, L., & Katz, S. (2013). Getting to the core of learning: Using assessment for self-monitoring and self-regulation. In Self-Directed Learning Oriented Assessments in the Asia-Pacific (pp. 123-137). Springer. https://doi.org/10.1007/978-94-007-4507-0_7

Herod, L., & Kop, R. (2017). It’s not just about support: Self-directed learning in an online self-help group. International Journal of Self-Directed Learning, 14(2), 13-26. DOI: https://doi.org/10.37500/IJESSR.2023.6114

Hosseinian, Simin, Karimi, Sara, & Peyman Pak, Faezeh. (1402). Psychometric features of the Persian version of the School Counselor Self-Efficacy Resource Scale. Educational Measurement Quarterly, 14(54), 56-78. doi: 10.22054/jem.2024.70934.3411 https://doi.org/10.22054/jem.2024.70934.3411 [In Persain]

Hsu, C.-L., Zhao, Y., & Wang, W.C. (2013). Exploiting computerized adaptive testing for self-directed learning. In Self-Directed Learning Oriented Assessments in the Asia-Pacific (pp. 257-280). Springer. https://doi.org/10.1007/978-94-007-4507-0_14

Katre, A. (2020). Creative Economy Teaching and Learning--A Collaborative Online International Learning Case. International Education Studies, 13(7), 145-155. DOI:10.5539/ies.v13n7p145

Kaur, A., Lakra, P., & Kumar, R. (2020). Self-Directed Learning Readiness and Learnign Styles among Nursing Undergraduates. Nursing & Midwifery Research Journal, 16(1), 40-50. https://doi.org/10.1177/0974150X20200105

Khan, S., & Yairi, T. (2018). A review on the application of deep learning in system health management. Mechanical Systems and Signal Processing, 107, 241-265. https://doi.org/10.1016/j.ymssp.2017.11.024

Lamb, S., & Snodgrass, L. (2017). A nonviolent pedagogical approach for life orientation teacher development: The alternatives to violence project. Educational research for social change, 6(2), 1-15.Educ Res Soc Chang 2017;6:1-5. https://doi.org/10.1177/0974150X20200105

Liu, Z., Wong, N. M., Shao, R., Lee, S. H., Huang, C. M., Liu, H. L., ... & Lee, T. M. (2022). Classification of Major Depressive Disorder using Machine Learning on brain structure and functional connectivity. Journal of Affective Disorders Reports, 10, 100428. https://doi.org/10.1016/j.jadr.2022.100428

Murad, M. Hassan & Coto-Yglesias, Fernando & Varkey, Prathibha & Prokop, Larry & Murad, Leen. (2010). The effectiveness of self-directed learning in health professions education: A systematic review. Medical education. 44. 1057-68. 10.1111/j.1365-2923.2010.03750.x. https://doi.org/10.1111/j.1365-2923.2010.03750

Noh, GO., Kim, D (2019). Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design. BMC Med Educ 19, 225 https://doi.org/10.1186/s12909-019-1672-1

Nothnagle M, Goldman R, Quirk M, Reis S (2010). Promoting self-directed learning skills in residency: a case study in program development. Acad Med. 2010;85(12):1874–9 https://doi.org/10.1097/acm.0b013e3181fa02a4.

O’shea E (2003). Self-directed learning in nurse education: a review of the literature. J AdvNurs.;43(1):62–70 https://doi.org/10.1046/j.1365-2648.2003.02673.x|.Return to ref 1 in article

Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes Vol. 7, (pp. 371- 402). Greenwich, CT: JAI Press https://doi.org/10.1016/B978-012109890-2/50043-3

Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 149- 183). Hillsdale, NJ: Erlbaum. DOI:10.1080/00207590500411179

Robinson, J. D., & Persky, A. M. (2020). Developing Self-Directed Learners. American journal of pharmaceutical education, 84(3), 847512. https://doi.org/10.5688/ajpe847512  DOI: 10.5688/ajpe847512

Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner's guide to research methods and IBM SPSS. Watertree Press LLC. ISBN: 978-0-9787186-9-5

Shivandi, Kamran, Azad Farsani, Yaser, & Riahi, Musa. (2018). Examining the psychometric properties of the short form of the career decision self-efficacy scale. Educational Measurement Quarterly, 10(36), 49-64. doi: 10.22054/jem.2020.38390.1869[In Persian]

Suknaisith, A. (2014). The results of Self-Directed Learning for Project Evaluation Skills of Undergraduate students. Procedia - Social and Behavioral Sciences, 116, 1676-1682. https://doi.org/10.1016/j.sbspro.2014.01.455

Vallerand, R. J., & Blssonnette, R. (1992). Intrinsic, extrinsic, and amotivational

Zafarmand, A., Ghanizadeh, A., & Akbari, O. (2014). A structural equation modeling of EFL learners’ goal orientation, metacognitive awareness, and self-efficacy. Advances in Language and Literary Studies, 5(6), 112- 124 Doi:10.7575/aiac.alls.v.5n.6p.112. [In Persian]

Quarterly of Educational Measurement

Developing a Self-Directed Learning Educational Package and Determining Its Effectiveness on Students' Academic Motivation

References

References

Volume 16, Issue 61
September 2025
Pages 63-90

Developing a Self-Directed Learning Educational Package and Determining Its Effectiveness on Students' Academic Motivation

References

References

Volume 16, Issue 61September 2025Pages 63-90

Volume 16, Issue 61
September 2025
Pages 63-90