Teacher ratings in the validation of Guglielmino's Self-Directed Learning Readiness Scale.

Autor/inn/en	Long, Huey B.; Agyekum, Stephen K.
Titel	Teacher ratings in the validation of Guglielmino's Self-Directed Learning Readiness Scale.
Quelle	In: Higher education, (1984) 6, S.709-715Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/BF00137021
Schlagwörter	Faculty Rating; General Finding; Rating Procedure; Teacher Rating; Additional Question
Abstract	Abstract The complexity of life and the increasing importance of learning across the lifespan puts an added emphasis on self-direction in learning. Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) is one of the most frequently reported instruments designed to measure self-directed learning readiness. Therefore, the validity of the instrument is an important topic. This is the second study by the authors that is designed to contribute to knowledge of the validity of the SDLRS. In the first study, the authors concluded that general findings support the validity of the instrument. Questions generated by the lack of association between faculty ratings on self-direction and student scores on the SDLRS, however, needed further study. The second study, reported here, was specifically designed to examine the effects of two teacher rating scales as used in the two investigations. The extremely low(0.03) correlation between faculty ratings and the SDLRS scores noted in the first study is compared to the findings in the second study. A correlation of 0.20, significant at the 0.056 level, was noted in this study. It is concluded, therefore, that the rating scale as used in the first study may have been seriously flawed. A persistent tendency of the faculty to rate black students lower in self-direction and older students higher in self-direction raises additional questions concerning faculty rating procedures. Other findings reported in this study are similar to those reported in the earlier study
Erfasst von	OLC
Update	2023/2/05