Reliability, Validity and Turkish Adaptation of Self-Directed Learning Scale (SDLS)

Year 2018, , 235 - 247, 19.05.2018

Zeynep İşıl Demircioğlu Burak Öge Emine Ezgi Fuçular Tuğçe Çevik Merve Denizci Nazlıgül Erol Özçelik

https://doi.org/10.21449/ijate.401069

Cited By: 7

Abstract

Self-Directed Learning Scale (SDLS) developed by Lounsbury, Levy, Park, Gibson, and Smith (2009) was used for determining individuals’ self-directed learning. The purpose of this study was to translate the SDLS
into Turkish and to investigate its reliability and validity with a sample of
272 university students. The SDLS, the Modified Schutte Emotional Intelligence Scale
(MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty
Scale (CUS) for determining convergent validity was applied to the
participants. Factor analyses results verified the uni-dimensionality of the scale.
The test–retest correlation of SDLS was 0.82, whereas Cronbach alpha coefficient of the
scale was founded as 0.85 in the reliability analyses. Correlation coefficients
representing for convergent validities varied from -0.30 to 0.72 (p < .01) and criterion validity of
the scale was determined as 0.236 when cumulative GPA was used as criterion
in the assessment of concurrent validity. The findings suggest that the Turkish
adaptation of SDLS is a valid and reliable tool to measure self-directed
learning in Turkish samples.

Keywords

self-directed learning, validity, reliability, scale

Reliability, Validity and Turkish Adaptation of Self-Directed Learning Scale (SDLS)

Abstract

Self-Directed Learning Scale (SDLS) developed by Lounsbury, Levy, Park, Gibson, and Smith (2009) was used for determining individuals’ self-directed learning. The purpose of this study was to translate the SDLS into Turkish and to investigate its reliability and validity with a sample of 272 university students. The SDLS, the Modified Schutte Emotional Intelligence Scale (MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty Scale (CUS) for determining convergent validity was applied to the participants. Factor analyses results verified the uni-dimensionality of the scale. The test–retest correlation of SDLS was 0.82, whereas Cronbach alpha coefficient of the scale was founded as 0.85 in the reliability analyses. Correlation coefficients representing for convergent validities varied from -0.30 to 0.72 (p < .01) and criterion validity of the scale was determined as 0.236 when cumulative GPA was used as criterion in the assessment of concurrent validity. The findings suggest that the Turkish adaptation of SDLS is a valid and reliable tool to measure self-directed learning in Turkish samples.

Keywords

self-directed learning, validity, reliability, scale

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