Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.
In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.
Abd-El-Fattah
Sabry M
SM
Department of Educational Psychology, Faculty of Education, Minia University, Minia, Egypt. sabryrahma@hotmail.com
D000124:Achievement; D000293:Adolescent; D004534:Egypt; D005260:Female; D006801:Humans; D007389:Internal-External Control; D016018:Least-Squares Analysis; D008297:Male; D017145:Models, Educational; D008960:Models, Psychological; D009042:Motivation; D011380:Programmed Instructions as Topic / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D055815:Young Adult