مقیاس یادگیری خودراهبر برای دانشجویان: روایی، پایایی و تغییرناپذیری اندازه‌گیری

Berdida, D. J. E. (2023). Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study. Nurse Education in Practice, 69, 103639. https://doi.org/10.1016/j.nepr.2023.103639

Bonham, L. A. (1991). Guglielmino's self-directed learning readiness scale: What does it measure? Adult Education Quarterly, 36(1), 15–24.

Brockett, R. G. (1983). Self-directed learning and the hard-to-reach adult. Lifelong learning: The Adult Years. 6(8). (pp. 16–18).

Chen, L., Tang, X. J., Liu, Q., & Zhang, X. (2023). Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China. Heliyon, 9 (5), e15632. https://doi.org/10.1016/j.heliyon.2023.e15632

Constantin, T., Holman, A. C., & Hojbota, M. (2012). Development and validation of a motivational persistence scale. Psihologij, 45, 99–120. http://dx.doi.org/10.2298/PSI1202099C

Cronin-Golomb, L. M., & Bauer, P. J. (2023). Self-motivated and directed learning across the lifespan. Acta Psychologica, 232, 103816. https://doi.org/10.1016/j.actpsy.2022.103816

Dugan, J. A., & Bauer, P. J. (2022). This should help with that: A behavioral investigation into self-derivation of knowledge about prescription medications. Applied Cognitive Psychology, 36(2), 378–390. https://doi.org/10.1002/acp.3926

Field, L. (1989). An investigation into the structure, validity and reliability of Guglielmino's self-directed learning readiness scale. Adult Education Quarterly, 39(3), 125–139. https://psycnet.apa.org/doi/10.1177/0001848189039003001

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed., pp. 125–857). Upper Saddle River, NJ: Pearson Prentice Hall.

Khodaei, A., & Shokri, O. (2024). Validation of the Brief Regulation of Motivation Scale among students. Studies in Learning & Instruction. 16(1), 61–82. [In Persian] https://doi.org/10.22099/jsli.2024.7617

Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67,259–265. http://dx.doi.org/10.1016/j.lindif.2017.12.010

Kline, R. B. (2015). Principles and practices of Structural Equation Modeling (2nd Eds.). New York: Guilford. https://books.google.com/books?hl=en&lr=&id=t2CvEAAAQBAJ&oi=fnd&pg=PP1&dq=Kline,+R.+B.+(2015).+Principles+and+practices+of+Structural+Equation+Modeling+(2nd+Eds.).+New+York:+Guilford.&ots=sWUzY0b3fK&sig=N0S1KRoPbDbsmkxjIHTtXtzT65o#v=onepage&q&f=false

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press. https://doi.org/10.1177/105960117700200220

Koushki, E., Shokri, O., & Almasi, F. (2024). Construct validity and psychometric properties of Farsi version of the Motivational Persistence Scale in university students. Journal of Educational Psychology Studies. 20(52), 119–137[In Persian] https://doi.org/10.22111/jeps.2024.44170.5265

Kunjukunju, A., Ahmad, A., & Yusof, P. (2022). Self-directed learning skills of undergraduate nursing students. Enfermería Clínica, 32, 15-19. http://dx.doi.org/10.1016/j.enfcli.2022.03.010

Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413

Landers, K. (1990). The Oddi continuous learning inventory: An alternate measure of self-direction in learning (doctoral dissertation, Syracuse University, 1989). Dissertation Abstracts International, 50, 3824A.

Liquin, E. G., & Gopnik, A. (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, 218, Article 104940. https://doi.org/10.1016/j.cognition.2021.104940

Liquin, E. G., & Lombrozo, T. (2020). Explanation-seeking curiosity in childhood. Current Opinion in Behavioral Sciences, 35, 14–20. https://psycnet.apa.org/doi/10.1016/j.cobeha.2020.05.012

Liu, B., Wang, D., Wu, Y., Gui, W., & Luo, H. (2023). Effects of self-directed learning behaviors on creative performance in design education context. Thinking Skills and Creativity, 49, 101347. http://dx.doi.org/10.1016/j.tsc.2023.101347

Lounsbury, J. W., & Gibson, L. W. (2006). Personal style inventory: A personality measurement system for work and school settings. Knoxville, TN: Resource Associates, Inc.

Lounsbury, J.W., Levy, J. J., Park, S. H., Gibson, L.W., & Smith, R. (2009). An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 19(4), 411–418. http://dx.doi.org/10.1016/j.lindif.2009.03.001

Mabaso, T., Downing, C., & Kearns, I. J. (2023). The impact of sustainable assessment methods on first-year nursing students’ self-directed learning. International Journal of Africa Nursing Sciences, 18, 100539. https://doi.org/10.1016/j.ijans.2023.100539

Macaskill, A., & Denovan, A. (2013). Developing autonomous learning in first-year university students using perspectives from positive psychology. Studies in Higher Education (October, 1–19). http://dx.doi.org/10.1080/03075079.2011.566325

Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.

Oddi, L. F. (1986). Development and validation of an instrument to identify self-directed continuing learners. Adult Education Quarterly, 36(2), 97–107. https://doi.org/10.1177/0001848186036002004

Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3), e06611. https://doi.org/10.1016/j.heliyon.2021.e06611

Park, H. J., & Kim, S. (2023). Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions. Heliyon, 9(6), e17416. https://doi.org/10.1016/j.heliyon.2023.e17416

Park, J. M., Seo, H. J., Kim, S. M., Kang, H., & Lee, S. J. (2023). Association between COVID-19-related stress and self-directed learning ability among Korean nursing students. Nurse Education in Practice, 69, 103613. https://doi.org/10.1016/j.nepr.2023.103613

Peura, P., Aro, T., Raikk¨onen, E., Viholainen, H., Koponen, T., Usher, E. L., & Aro, M. (2021). Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology, 64(4), Article 101947. http://dx.doi.org/10.1016/j.cedpsych.2021.101947

Pimdee, P., Ridhikerd, A., Moto, S., Siripongdee, S., & Bengthong, S. (2023). How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’. Heliyon, 9(3), e13769. https://doi.org/10.1016/j.heliyon.2023.e13769

Quintana, I., Barriopedro, M. I., & Perez, L. R. (2022). Achievement goals across persistence—validation of the Spanish version of the Motivational Persistence Scale. International Journal of Environmental Research and Public Health, 19, 1-14. https://doi.org/10.3390/ijerph19148474

Schweder, S., & Raufelder, D. (2022). Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals. Journal of School Psychology, 95, 72-89. https://doi.org/10.1016/j.jsp.2022.09.002

Svedberg, M. K. (2010). Self-directed learning and persistence in online asynchronous undergraduate programs (Doctoral dissertation). (Retrieved from) http://scholar.lib.vt. edu/theses/available/etd-04062010-173223/unrestricted/Svedberg_MK_D_2010.pdf

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (p.934), Boston, MA: Allyn & Bacon.

Zhoc, K. C. H., & Chen, G. (2016). Reliability and validity evidence for the Self-Directed Learning Scale (SDLS). Learning and Individual Differences, 49, 245–250. https://psycnet.apa.org/doi/10.1016/j.lindif.2016.06.013

Zhou, H., Wang, Y., & Cheng, L. (2022). The mediating effect of self-directed learning in the relationship between caring and resilience among Chinese nursing students: A multi-center cross-sectional study. Nurse Education Today, 119, 105598. https://doi.org/10.1016/j.nedt.2022.105598