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Predicting self-directed learning from personality type

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Date Issued:
2001
Summary:
The purpose of this study was to correlate readiness for self-directed learning with validated indices of personality type, determine which of these indices are significantly related with readiness for self-directed learning, and then predict readiness for self-directed learning from personality type. This study used the MBTI Form-M and SDLRS Form-A to assess personality type and readiness for self-directed learning. The null hypothesis of no significant correlation between any of the eight-indicator scale scores on the MBTI and SDLRS total score was rejected. The scale indicators of Extroversion (E), Introversion (I), Judging (J), and Perceiving (P) were all significantly related to SMRS scores. Extroversion (E) and Judging (J) were positively related to SMRS scores at the p < .01 level of significance. Introversion (I) and Perceiving (P) were negatively related to SDLRS scores at the p < .01 level of significance. The null hypothesis that none of the eight scale indicators of the MBTI would be a significant predictor of readiness for self-directed learning was rejected. The ANOVA comparisons showed that Extroversion (E) and Judging (J) were significant and should be retained as part of the regression model. Extroversion (E) was significant at the p < .003 level of significance. Judging (J) was significant at the p < .008 level of significance. The multiple regression model that included both Extroversion (E) and Judging (J) as independent variables to predict readiness for self-directed learning was significant at the p < .000 level of significance. The predictor variables that were used in the regression model accounted for 25.1% of the variance in SDLRS scores with and adjusted R-square value of .251. The demographic profile of the students in the ORM program suggested that these learners are a full standard deviation above the norm of adults in the United States on their SDLRS total score. Consequently, further research is needed to support or refute the relationship between personality and self-directed learning.
Title: Predicting self-directed learning from personality type.
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Name(s): Johnson, Arthur Hudson.
Florida Atlantic University, Degree grantor
Bryan, Valerie, Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2001
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 112 p.
Language(s): English
Summary: The purpose of this study was to correlate readiness for self-directed learning with validated indices of personality type, determine which of these indices are significantly related with readiness for self-directed learning, and then predict readiness for self-directed learning from personality type. This study used the MBTI Form-M and SDLRS Form-A to assess personality type and readiness for self-directed learning. The null hypothesis of no significant correlation between any of the eight-indicator scale scores on the MBTI and SDLRS total score was rejected. The scale indicators of Extroversion (E), Introversion (I), Judging (J), and Perceiving (P) were all significantly related to SMRS scores. Extroversion (E) and Judging (J) were positively related to SMRS scores at the p < .01 level of significance. Introversion (I) and Perceiving (P) were negatively related to SDLRS scores at the p < .01 level of significance. The null hypothesis that none of the eight scale indicators of the MBTI would be a significant predictor of readiness for self-directed learning was rejected. The ANOVA comparisons showed that Extroversion (E) and Judging (J) were significant and should be retained as part of the regression model. Extroversion (E) was significant at the p < .003 level of significance. Judging (J) was significant at the p < .008 level of significance. The multiple regression model that included both Extroversion (E) and Judging (J) as independent variables to predict readiness for self-directed learning was significant at the p < .000 level of significance. The predictor variables that were used in the regression model accounted for 25.1% of the variance in SDLRS scores with and adjusted R-square value of .251. The demographic profile of the students in the ORM program suggested that these learners are a full standard deviation above the norm of adults in the United States on their SDLRS total score. Consequently, further research is needed to support or refute the relationship between personality and self-directed learning.
Identifier: 9780493244112 (isbn), 11958 (digitool), FADT11958 (IID), fau:8876 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): College of Education
Thesis (Ed.D.)--Florida Atlantic University, 2001.
Subject(s): Self-culture
Personality
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11958
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.