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

Published online by Cambridge University Press:  10 January 2013

Sabry M. Abd-El-Fattah
Sabry M. Abd-El-Fattah*
Affiliation:
Minia University (Egypt)
*
Correspondence concerning this article should be addressed to Sabry M. Abd-El-Fattah. Department of Educational Psychology. Faculty of Education. Minia University. Minia. (Egypt). E-mail: sabryrahma@hotmail.com
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Abstract

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.

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.

Keywords

self-directed learningself-managementself-monitoringmotivationpath modelingmediation analysisaprendizaje autodirigidoautogestiónautoseguimientomotivaciónPath modelinganálisis de mediación
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 586 - 596
Copyright
Copyright © Cambridge University Press 2010

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