Standardization of Selfdirected Learning Readiness Scale for Nursing and Midwifery Students
سال انتشار: 1392
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 54
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شناسه ملی سند علمی:
JR_SDME-10-1_008
تاریخ نمایه سازی: 21 آذر 1402
چکیده مقاله:
Background & Objective: Selfdirected learning readiness scale (SLRS) proposed by Fisher et al (۲۰۰۱) is a selfevaluation tool containing ۵۰ questions The aim of the present study was to standardize SLRS for use among Nursing and Midwifery students Methods: The statistical population of this descriptive psychometric study included all undergraduate students of Nursing and Midwifery of Mashhad University of Medical Sciences (N = ۵۵۰) Study samples were ۲۲۴ students (۲۷% males and ۷۳% females) The research instrument was selfdirected learning readiness scale Validity was confirmed by determining content validity and construct validity (exploratory factor analysis) and reliability was confirmed by calculating the coefficient of internal consistency (Cronbachs alpha) Results: Three factors of s elfmanagement willingness to learn and selfcontrol were extracted from the SLRS that could explain ۳۴۵% of the total variance Cronbachs alpha for the entire questionnaire and the mentioned factors were respectively ۰۹۲ ۰۸۸ ۰۸۲ and ۰۷۹ The ttest results showed no significant difference between male and female students in regard to the total score In addition multivariant ANOVA demonstrated no significant difference between male and female students in regard to selfdirected learning factors Mean and standard deviation of selfdirecting for all students were ۱۷۶۹۹ and ۲۵۴۱ respectively Conclusion: R esults showed that selfdirected learning readiness scale has the required validity and reliability to identify selfdirected learning capabilities in Nursing and Midwifery students
کلیدواژه ها:
Self ، directed learning ، standardization ، Students of nursing and midwifery ، Exploratory factor analysis
نویسندگان
Mohammad Reza Ahanchian
Ph.D. in Philosophy of Education, Associate Professor, Department of Educational Sciences, School of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Hoshang Garavand
Ph.D. student in curriculum studies, Department of Educational Sciences, School of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Azam Mohammadzadeghasr
Ph.D. student in Educational Psychology, Faculty of literature and humans sciences, Lorestan University, Iran
Seyed Ali Akbar Hosseini
M.Sc. in Educational Research, Ferdowsi University of Mashhad, Mashhad, Iran
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