Exploratory Relationship between Epistemological Beliefs and Self-directed Learning among Nursing Students

Self-directed learning is a process in which learners are responsible for planning, implementing and evaluating their own learning. The aim of this study was to examine the exploratory relationship between epistemological beliefs and self-directed learning among nursing students. This descriptive, correlational study was conducted on nursing students of Isfahan University of Medical Sciences and Isfahan Azad University (Khorasgan Branch). Research population included 436 and 387 students from the two universities respectively. Using stratified randomized sampling, 159 and 141 students were selected respectively. Research instruments were self-directed and epistemological questionnaires whose validity and reliability had already been confirmed in the literature. Data were analyzed using a statistical package in Social Sciences version 22. The correlation coefficients were calculated among the components of self-directed learning (self-management, willingness to learn and self-control) and the components “the truth is clear and obvious” at 0.251, 0.361, 0.430, “thinking about oneself is waste of time” at 0.170, 0.298, 0.405, “learning requires effort” at 0.128, 0.250, 0.310, “knowledge should be obtained quickly” at -0.074, -0.0510, 0.018 and “intelligence is not dynamic” at -0.099, -0.078, 0.055. Results of the regression analysis showed that the components “the truth is clear and obvious” and “thinking about oneself is waste of time” explained 11.6 and 18 percent and 3.9 and 16 percent of the components of self-directed learning respectively. Also, “learning requires effort” explained 6 and 9 percent of “willingness to learn” and “self-control” respectively. Results suggest that epistemological beliefs can be influential in students’ tendency towards self-directed learning.