Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading

Autor/inn/en	Li, Huiyong; Majumdar, Rwitajit; Chen, Mei-Rong Alice; Yang, Yuanyuan; Ogata, Hiroaki
Titel	Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3613-3632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Huiyong) ORCID (Majumdar, Rwitajit) ORCID (Chen, Mei-Rong Alice) ORCID (Yang, Yuanyuan) ORCID (Ogata, Hiroaki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1937660
Schlagwörter	Junior High School Students; Independent Study; Student Behavior; Reading Achievement; Cognitive Processes; Self Management; Independent Reading; Learning Strategies; Cognitive Style; Skill Development; Goal Orientation; Educational Environment; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Selbststudium; Student behaviour; Schülerverhalten; Leseleistung; Cognitive process; Kognitiver Prozess; Selbstmanagement; Freies Lesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Kompetenzentwicklung; Qualifikationsentwicklung; Zielorientierung; Zielvorstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland
Abstract	Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners' SDL behaviors and processes. To address this limitation, this study investigated the relations between SDL ability, SDL behaviors, and reading outcomes and further explored the process of planning behaviors in SDL. This study examined the context of SDL for extensive reading using a goal-oriented active learning system, GOAL. The results showed that the high SDL ability students demonstrated significantly more reading outcomes in terms of books completed and the number of days read than those with low SDL ability. The high SDL ability students engaged significantly more in planning behaviors, that were found to be significantly correlated with reading outcomes, than the low SDL ability students. Cluster analysis and transition analysis also differentiate groups of learners with different planning behaviors. These findings suggested that the learning behaviors and outcomes facilitated by the environment were affected to varying degrees by the levels of students' SDL ability, and personalized feedback can be created using the SDL behavioral variables and patterns in the environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01