Garrison's Model of Self-Directed Learning: preliminary Validation and Relationship to Academic Achievement

• Sabry M. Abd El Fattah ^[1]
  1. [1] Minia University

     Minia University

     Egipto

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 13, Nº. 2, 2010, págs. 586-596
• Idioma: inglés
• DOI: 10.1017/s1138741600002262
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    En este trabajo, 119 estudiantes posgraduados fueron evaluados de acuerdo con un cuestionario que mide tres constructos psicológicos implicados en el modelo de Garrison sobre aprendizaje autodirigido: autogestión, autoseguimiento, y motivación. Los análisis de mediación mostraron que estos constructos psicológicos están interrelacionados y que la motivación media en la relación entre autogestión y autoseguimiento. Los análisis de Path modeling indicaron que la autogestión y el autoseguimiento predecían significativamente el logro académico a lo largo de dos semestres en los que la autogestión era el mejor indicador. La motivación predecía significativamente el éxito académico sólo a lo largo del segundo semestre. Se discuten las implicaciones que estos resultados pueden tener sobre el aprendizaje autodirigido y el éxito académico en el contexto de un aula tradicional.

  • English

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

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