The Relationship between Self-Directed Learning and the Parameters affecting Adult Education

Abstract

The main purpose of this study is to investigate the relationship between “self-directed learning” and “the parameters affecting adult education”. The parameters studied in this paper include performance, assessment, motivation, anxiety, and academic engagement. The research has been conducted on employees of Insurance Company who attend specialized courses. The research population consists of 550 employees who work in Insurance Company and attend specialized training. The statistical sample consists of 214 people who have been selected from the population. Data have been collected through questionnaires which are related to the variables. In addition to descriptive statistics, inferential statistics have been also used to analyze data. The results of this study show that there is a positive and significant relationship between self-directed learning and academic parameters in adults including performance, assessment, motivation, anxiety, and academic engagement. Considering the results of this study, it seems that teachers and education professionals, due to being aware of self-directed learning functions and academic parameters of adults, can use their experiences in this regard to enhance learning outcomes.