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, cilt.69, sa.2, ss.233-253, 2023 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 69 Sayı: 2
  • Basım Tarihi: 2023
  • Doi Numarası: 10.11575/ajer.v69i2.75098
  • Dergi Adı: THE ALBERTA JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: 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
  • Sayfa Sayıları: ss.233-253
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

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.