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Kaistha, Amita
- Impact of Motivational Beliefs on Self-Directed Learning Among Male Distance Learners
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Authors
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1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 6, No 1 (2018), Pagination: 108-113Abstract
Present study was undertaken to investigate the significance of impact of motivational beliefs on self-directed learning of male distance learners. Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) was used to measure the motivational beliefs and Self-directed learning inventory developed by the researcher herself was used to assess the self-directed learning of male students pursuing their post-graduation through distant mode. A sample of 312 students was randomly selected for the study. The findings of the study showed that self-efficacy for learning and performance emerged as best and significant predictor followed by test anxiety for explaining awareness, learning strategies, learning activities, components of self-directed learning. Whereas, for explaining evaluation and interpersonal skills components intrinsic goal orientation emerged as the best and significant predictor. Test anxiety and self-efficacy for learning and performance appeared as the second and third order variable in order of importance for explaining interpersonal skills component of self-directed learning.Keywords
Self-Directed Learning, Motivational Beliefs, Male, Distance Learners.
- Self-Directed Learning among Students Pursuing Teacher Training Course in Relation to Academic Achievement
Abstract Views :288 |
PDF Views:3
Authors
Affiliations
1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 6, No 4 (2018), Pagination: 512-516Abstract
The present study was undertaken with an effort to see the relationship between self-directed learning and academic achievement of students pursuing teacher training course through distance mode. A sample of 84 students was taken and administered with Self Rating Scale of Self-directed Learning (SRSSDL) developed by Swapna Naskar Williamson (2007) to measure self-directedness among them. The results of present study revealed that except learning activities component of self-directed learning there exist no significant gender difference in the awareness, learning strategies, evaluation, interpersonal skills components of self-directed learning and self-directed learning (aggregate). The study found that except awareness component of self-directed learning no significant difference was found in learning strategies, learning activities, evaluation, interpersonal skills components of self-directed learning and self-directed learning (aggregate) with respect to residential background among teacher training course students. Further, a positive relationship was found between all the components of self-directed learning, self-directed learning (aggregate) and academic achievement, but the relationship was not significant.Keywords
Self-Directed Learning, Teacher Training Course, Academic Achievement.References
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- Inter-Personal Skills among Urban and Rural Distance Learners in Relation to Gender and Course of Study
Abstract Views :160 |
PDF Views:0
Authors
Affiliations
1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
1 Department of Distance Education, Punjabi University, Patiala, Punjab, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 6, No 3 (2018), Pagination: 419-422Abstract
The present study aimed at studying the interpersonal skills among distance learners. Arandomly selected sample of 655 post-graduate students pursuing their studies through distance mode were taken up for the study. ANOVA was computed to find out the main and interaction effects among urban and rural distance learners with respect to gender and course of study. The findings of the study revealed that rural distance learners showed significantly higher level of interpersonal skills than urban distance learners. The results pertaining to the significant interaction effects between location and course of study revealed that rural distance learners pursuing professional discipline showed significantly higher level of interpersonal skills than urban distance learners pursuing professional discipline. However, reverse results were found though not significant for distance learners of academic discipline.Keywords
Distance Learner, Gender, Urban, Rural, Academic, Professional.References
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