Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study

Autor/inn/en	Yurdal, Mustafa Onur; Toraman, Çetin
Titel	Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 2, S.233-253 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yurdal, Mustafa Onur) ORCID (Toraman, Çetin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Independent Study; Academic Achievement; Motivation; Relationship; Learning Readiness + Suchen Sie Ihr Suchwort? Selbststudium; Schulleistung; psychologische; Motivation (psychologisch); Wechselbeziehung; Lernbereitschaft
Abstract	This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how self-directed learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of self-directed learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K-12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01