The Self‐Directed Learning Readiness Scale: a factor analysis study

Hoban, J Dennis; Lawson, Sonya R; Mazmanian, Paul E; Best, Al M; Seibel, Hugo R

doi:10.1111/j.1365-2929.2005.02140.x

Cited by 121Innovations in Medical EducationPsychometric Methodologies and TestingEducational Leadership and Innovation

The Self‐Directed Learning Readiness Scale: a factor analysis study

Hoban, J Dennis, Lawson, Sonya R, Mazmanian, Paul E, Best, Al M, Seibel, Hugo R·2005·Medical Education

DOI 10.1111/j.1365-2929.2005.02140.x

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Abstract

Background The practice of medicine demands that its physician practitioners are self‐directed, life‐long learners. The Self‐Directed Learning Readiness Scale (SDLRS) intends to measure adults' readiness to engage in self‐directed learning. Purpose The present study assesses the underlying factor structure of the SDLRS for a sample of entering medical students. Methods Over a period of 6 years, 972 first year medical students at the Virginia Commonwealth University School of Medicine completed the SDLRS. To summarise the inter‐relationships among variables, a principal axis factor analysis with oblique rotation was used on the 58 SDLRS items. A series of confirmatory factor analyses using LISREL 8.54 was performed to further examine the measurement model underlying the SDLRS. Results A 4‐factor confirmatory model representing 4 correlated substantive factors and a reverse coding method factor fits these data well. Conclusions Medical educators should hold limited expectations of the SDLRS to measure medical students' readiness to engage in self‐directed learning. The definitions and theoretical assumptions that inform readiness for self‐directed learning should be reconsidered. Alternative approaches to studying self‐directed learning should be explored.

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There are doubts about how far self-directed learning, as opposed to directed self-learning, is achievable.
“Although it is axiomatic to adult learning, there are doubts about the extent to which self-directed learning, rather than directed self-learning is truly achievable (Norman 1999;Hoban et al. 2005).”
From Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013) · cites this paper as Hoban et al. 2005

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Authors: Hoban, J. D., Lawson, S. R., Mazmanian, P. E., Best, A. M., & Seibel, H. R.
Affiliations: Virginia Commonwealth University (US)
Corresponding author: Hoban, J Dennis
ORCID: Lawson, Sonya R
Best, Al M
Venue: Medical Education
Publisher: Wiley
Published: 2005-03-24
Volume: 39
Issue: 4
Pages: 370-379
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/j.1365-2929.2005.02140.x
OpenAlex: W2154828930
Cited by: 121
References: 30
Citations by year: 2026: 1 · 2025: 2 · 2024: 17 · 2023: 6 · 2022: 8 · 2021: 6 · 2020: 8 · 2019: 4 · 2018: 1 · 2017: 7 · 2016: 4 · 2015: 8 · 2014: 5 · 2013: 9 · 2012: 3
FWCI: 3.14
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
Social Sciences › Education › Educational Leadership and Innovation
Keywords: Self-Directed Learning Readiness Scale, self-directed learning, readiness to learn, factor structure, medical students, lifelong learning, scale validation, measurement model
MeSH terms: Education, Medical, Continuing, Educational Measurement, Factor Analysis, Statistical, Humans, Learning, Students, Medical, Personal Autonomy

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The Self‐Directed Learning Readiness Scale: a factor analysis study

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