Abstract
Through the use of meta-analytic procedures and descriptive statistics, the purpose of this study was to conduct an exploratory analysis and synthesis in an effort to determine the status and nature of adult self-direction in learning research. Comprehensive computer-based and manual searches were completed in an attempt to obtain all published and unpublished quantitative research studies that had been conducted over the past decade. A coding form was developed so that relevant study characteristics and findings of the studies identified could be described and quantified. Data were collected from 67 studies on adult self-direction in learning and included a total of 388 effect sizes. Data analysis proceeded in two steps: First, descriptive statistics of the data studies were calculated; and second, statistical analysis of the coded data using the effect size as the dependent variable was performed. The findings indicated that adult self-direction in learning research has focused on educationally advantaged, middle-aged, female subjects. Contributions to the research have been primarily from two disciplines-- adult education and nursing. Self-direction in learning has been operationalized in a variety of ways with Guglielmino's Self-Directed Learning Readiness Scale being the most popular choice of measurement. In the majority of studies, the principal investigator was female. Most studies were conducted in the North Central States with 1985 being a peak year for number of studies reported. The overall study quality fell in the average range. Adult self-direction in learning has been investigated in association with various demographic and psychosocial/behavioral variables. The variables found to be associated with adult self-direction in learning were degree of self-directed learning activity (r = .242); positive self-concept (r = .230); educational attainment level (r = .200); self-development (r = .194); autonomy (r = .165); ability to master the environment in work, school, play, or social relations (r = .147); and factors related to longevity on the job (r = -.138). Correlational analysis indicated that relationships between adult self-direction in learning and age, gender, positive attitude about life or learning, dependence, and environmental factors that discourage learning efforts were influenced by variables within the studies.
McCune, Sandra Kathryne (1988). A meta-analytic study of adult self-direction in learning : a review of the research from 1977 to 1987. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -782063.