The attributes of self-direction in learning are becoming increasingly important as the need for lifelong learning grows in strength. Educators are challenged to assist in the development of self-directed learning skills and to encourage learners to more freely use self-direction in their learning activities. Unfortunately, there are few validated procedures for identifying the self-directed learners. Guglielmino's Self-Directed Learning Readiness Scale is one of the few instruments identified in the literature for the purpose of measuring self-direction in learning. Even though the scale has been widely used, additional validation is needed.
This study was designed to use a multitrait-multimethod procedure for determining the validity of the SDLRS. The sample included 136 college students from two different colleges: 63 black students, 70 white students and 3 students of other nationalities (other than USA). Thirtyseven specific hypotheses were tested. Findings concerning selected hypotheses are discussed. Three general conclusions concerning the validity of the SDLRS are as follows: (1) The findings are supportive of the validity of the SDLRS; (2) Significant differences were noted in faculty ratings according to racial composition and student scores on the SDLRS; (3) Significant associations exist between the S DLRS scores and variables such as age, educational level and ARS (agreement response set).
The concept of self-direction in learning is an attractive idea that seems to be of increasing interest in higher education circles. The literature on the self-directed learner is abundant and increasing (Guglielmino, 1977;Smith and Haverkamp, 1977). Yet educators are challenged to distinguish between those adults who possess the characteristics often believed to be associated with self-direction in learning and those adults who fail to reveal such attributes.
As it is customary to attempt to identify important characteristics among individuals by the use of some kind of paper and pencil scale, an examination of the literature reveals a possible instrument for this purpose: Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) (1977). The SDLRS is recommended as having power to identify self-direction in learning behavior.