The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation
Research has found self-directed learning to have a significant impact on the long-term societal demands on our future workforce and our perspective on learning. Over the years, many measures have been developed to examine self-directed learning. However, few, if any, were developed for use by young students (age 10-12). In addition, none have included technology as an element in supporting self-directed learning. The aim of this study is to develop and validate a Self-Directed Learning with Technology Scale (SDLTS) for young students. Using two studies, a proposed 6-item SDLTS was piloted with 558 students, aged 10-12 years (mean = 10.18; SD = 0.38) and subsequently tested to establish the validity and reliability of the scale using a separate sample (n = 545). Applying principal component and confirmatory factor analyses, the results of these studies supported a 6-item, two-factor Self-Directed Learning with Technology Scale (SDLTS): Self-Management and Intentional Learning. (c) 2010 Elsevier Ltd. All rights reserved.
elementary education pedagogical issues country-specific developments