Factors Affecting the Self-directed Learning Readiness

Abstract

This study aimed to investigate the factors affecting self-directed learning readiness among students. The study population consisted of all M.A students majoring in instructional curriculum and technology in Islamic Azad University, Faculty of Psychology. 210 students were selected as the sample size of the study through Cochran sampling and using stratified random sampling. The method of present study was correlational. The data collected were analyzed using SPSS software. The results showed that although the self-directed learning readiness in female students was slightly more than in male students, yet this difference is not statistically significant. Self-directed learning readiness in students less than 25 years is more than other students. The self-directed learning readiness of students based on their GPA was almost the same and self-directed learning readiness of students in the sample was higher than expected. By increasing students' learning approach, their self-directed learning readiness will be increased and by increasing the students’ accessible targets their self-directed learning readiness will be increased. The correlation between students' perception of the learning environment with self-directed learning readiness was positive but this relationship was not statistically significant.