Validation of the psychometric properties of the Self-Directed Learning Readiness Scale

Abstract

Aim: The aim of the study was to evaluate the psychometric properties of the Chinese version of the Self-Directed Learning Readiness Scale. Design: A cross-sectional survey was designed. Methods: A convenience sample of 659 participants was recruited. Exploratory and confirmatory factor analyses were used to evaluate the factorial structure. In addition, the concurrent validity was assessed using the Critical Thinking Disposition Inventory. Results: The exploratory factor analysis revealed that the scale was a 6-factor structure, named love of learning, active learning, effective learning, independent learning, learning motivation and creative learning, which explained 53.30% of the total variance. The findings of the confirmatory factor analysis showed that a 37-item six first-order model produced the best-fit statistics. Internal consistency for the scale was satisfactory, ranging from 0.71 to 0.88. Concurrent and predictive validities also reached significant levels. The utility of the instrument was suggested.