Original Research

Development of the Learner Self-Directedness in the Workplace Scale

Karina De Bruin, Gideon P. De Bruin
SA Journal of Industrial Psychology | Vol 37, No 1 | a926 | DOI: https://doi.org/10.4102/sajip.v37i1.926 | © 2011 Karina De Bruin, Gideon P. De Bruin | This work is licensed under CC Attribution 4.0
Submitted: 26 July 2010 | Published: 10 October 2011

About the author(s)

Karina De Bruin, University of Johannesburg, South Africa
Gideon P. De Bruin, University of Johannesburg, South Africa


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Abstract

Orientation: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments.

Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace.

Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace.

Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model.

Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93).

Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts.

Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.


Keywords

Self-directed Learning; Learner Self-directedness; Workplace Learning; Rasch Analysis; Instrument Development

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