Volume 10, Issue 1, January 2015, Pages 313–324
Adilu M. Salim1
1 Department of Human Resource Development, Graduate School of Techno-HRD, Korea University of Technology and Education, 1600-Chungjeol-ro, Cheonan City, Chungnam 330-708, South Korea
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study has been the exploration of the impact of Self-Directed Learning on adult learners' Life Satisfaction using their attitudes, willingness and perception as intervening variables. It examines ways in which adults learners' perceptions, attitudes and willingness match with the level of happiness and satisfaction that they contribute to their survival. Through deductively hypothesizing the research ideas, analyzing the data and specifying patterns, the study employs a sample of 100 college and university level students from 5 institutions of higher learning. A self-administered survey questionnaire was implemented and scores of the participants' observation were statistically recorded and analyzed. The prediction of Life Satisfaction from Self-Directed Learning with the three subscales using linear regression analysis yielded statistically significant result of R2 = 0.293 (variation); F=48.42(model strength); and p < 0.01(significance). The result suggest that, any positive changes in learning that are focusing on Self-Directed Learning and life-long perspective have the potential to show the way to improved life satisfaction of adult learners. The result will also allow for structures of intervention that indirectly influence perceived satisfaction through activities that encourage engagement, thus improving quality life
Author Keywords: Personality-characteristics, Self-direction, Life-long learning, Zanzibar, adults, meaningful life, learning success.
Adilu M. Salim1
1 Department of Human Resource Development, Graduate School of Techno-HRD, Korea University of Technology and Education, 1600-Chungjeol-ro, Cheonan City, Chungnam 330-708, South Korea
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study has been the exploration of the impact of Self-Directed Learning on adult learners' Life Satisfaction using their attitudes, willingness and perception as intervening variables. It examines ways in which adults learners' perceptions, attitudes and willingness match with the level of happiness and satisfaction that they contribute to their survival. Through deductively hypothesizing the research ideas, analyzing the data and specifying patterns, the study employs a sample of 100 college and university level students from 5 institutions of higher learning. A self-administered survey questionnaire was implemented and scores of the participants' observation were statistically recorded and analyzed. The prediction of Life Satisfaction from Self-Directed Learning with the three subscales using linear regression analysis yielded statistically significant result of R2 = 0.293 (variation); F=48.42(model strength); and p < 0.01(significance). The result suggest that, any positive changes in learning that are focusing on Self-Directed Learning and life-long perspective have the potential to show the way to improved life satisfaction of adult learners. The result will also allow for structures of intervention that indirectly influence perceived satisfaction through activities that encourage engagement, thus improving quality life
Author Keywords: Personality-characteristics, Self-direction, Life-long learning, Zanzibar, adults, meaningful life, learning success.
How to Cite this Article
Adilu M. Salim, “When Life Satisfaction among Adult Learners is at Odds with their Attitudes, Willingness, and Perception: Confronting the Self-Directed Learning,” International Journal of Innovation and Applied Studies, vol. 10, no. 1, pp. 313–324, January 2015.
