Akademik Veri Yönetim Sistemi
6thInternational Congress on Multidisciplinary Social Sciences, 21 - 22 Mayıs 2024, ss.21
Self-directed learning and autonomous learning are two key terms in life-long learning. In self-directed learning, individuals manage various aspects of their learning with or without guidance or support. Autonomous learning, on the other hand, refers to a higher level of independence which enables learners to take complete control of the entire process of their learning. The aim of this study is to reveal whether self-direction levels of students in higher education predict their levels of autonomous learning. In this study, self-directed learning and autonomous learning, which are considered to be related to each other, are examined through correlational design, one of the quantitative research approaches. The research was conducted with 437 preparatory school students of one of the public universities in Istanbul, who were voluntary to take part in the study and selected by random sampling method. The demographic form prepared by the researcher, Autonomous Learning Scale and Self-directed Learning Skills Scale were employed as data collection tools. The data were analyzed using t-test, ANOVA, and multiple regression statistical methods. It is determined that both the self-directed learning levels and autonomous learning levels of the students are at the level "Strongly Agree". As a result of multiple regression analysis, the self-monitoring, motivation, self-control and self confidence dimensions of self-directed learning indicated a significant relationship with the independence of learning and study habits dimensions of autonomous learning. As the data of the study are still being analyzed, complete findings and results of the study will be shared with the discussion subsequently.
Keywords: self-directed learning, self-direction, autonomous learning