Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study

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Yurdal M. O., Toraman Ç.

THE ALBERTA JOURNAL OF EDUCATIONAL RESEARCH, vol.69, no.2, pp.233-253, 2023 (ESCI)

  • Publication Type: Article / Article
  • Volume: 69 Issue: 2
  • Publication Date: 2023
  • Doi Number: 10.11575/ajer.v69i2.75098
  • Journal Name: THE ALBERTA JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International, Psycinfo
  • Page Numbers: pp.233-253
  • Çanakkale Onsekiz Mart University Affiliated: Yes

Abstract

This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how selfdirected learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of selfdirected learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K–12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis.