Resumen

BOTHA, Jo-Anne  y  MASENGE, Andries. The Adult Learner Self-Directedness Scale: Validity and reliability assessment. SA j. ind. Psychol. [online]. 2022, vol.48, n.1, pp.1-10. ISSN 2071-0763.  http://dx.doi.org/10.4102/sajip.v48i0.1926.

ORIENTATION: The absence of a scale to assess the academic self-directedness of adult learners in South African open, distance and e-learning milieus. RESEARCH PURPOSE: This article describes the further validity and reliability assessment of the Adult Learner Self-Directedness Scale (ALSDS), which assesses adult learners' academic self-directedness in an open, distance and e-learning (ODeL) university in South Africa. An initial validity and reliability study yielded a four-factor scale with 35 items loading onto it, while this study reports on a three-factor scale with 15 items loading onto it. MOTIVATION FOR THE STUDY: Factors such as socio-economic conditions and past education practices make South African open, distance and e-learning higher education (ODeLHE) challenging for socio-economically disadvantaged students. The growing trend of online tuition and assessment in South African universities requires research into strategies that may improve a student's success and throughput. In ODeLHE, student self-directedness may contribute to academic success, and thus a reliable scale is needed to assess it. Currently, there is no such South African scale. RESEARCH APPROACH/DESIGN AND METHOD: A quantitative, cross-sectional research design was implemented, using self-report data from the students of the College of Economic and Management Sciences at a South African ODeL university. The ALSDS comprises three factors: success orientation for ODeLHE (self-efficacy beliefs), active academic behaviour (learner agency) and use of strategic resources (learning context management). MAIN FINDINGS: The findings indicate that the ALSDS appears to be a valid, internally consistent and reliable scale suitable for assessing ODeLHE adult learners' academic self-directedness. Further research is, however, required to establish metric and scalar invariance PRACTICAL/MANAGERIAL IMPLICATIONS: The scale may provide a reliable starting point for developing a scale for assessing ODeLHE students' existing academic self-directedness. Knowledge of existing self-directedness capacity may be useful in designing and implementing holistic learner support programmes. CONTRIBUTION/VALUE-ADD: The ALSDS may provide a reliable Afrocentric starting point for developing a measure for assessing the academic self-directedness of South African ODeLHE students.

Palabras clave : adult learner; self-directedness; open distance and e-learning; higher education; scale validation; Afrocentric.

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