Analyzing the Psychometric Characteristics of Self-directed Learning Scale among Students

The aim of the present study was to examine the psychometric characteristics of Self-directed Learning Scale among students. The design of the present study was a correlational one. The statistical population of this research included all students in Tehran city, among whom 315students of Islamic Azad University were selected through available sampling method. The concerned population responded to such scales as Self-directed Learning Scale, Midgley’s Achievement Goal Orientations Scale and Barron's Emotional Intelligence Questionnaire. The SPSS (Version 22) and Lisrel (8, 54) software as well as factor analysis method, Chronbach's Alpha and Pierson's Correlation were used to analyze the data. The results of factor analysis showed that this scale was consisted of 4 factors, including motivation for learning, planning and implementation, self-monitoring and interpersonal relationships. Having examined the validity of the scale, it was indicated that this construct had a positive significant relationship with mastery goals, approach functional goals and all components of emotional intelligence. However, the former construct had a negative significant relationship with avoidance approach goals. The reliability of the scale was determined 0.91 for the whole scale using Cronbach's Alpha. Besides, the reliability of each subscales were determined as 0.81, 0.82, 0.75 and 0.75, respectively. The latter results indicated high capability of this instrument. The findings of the study indicated that the Persian version of Self-directed Learning Scale was characterized with acceptable psychometric characteristics among university students.