Long, H. B. (1990). College Students’ Self-Directed Learning Readiness and Educational Achievement. In H. B. Long, & Associates (Eds.), Self-Directed Learning: Consensus and Conflict (pp. 107-122). Norman, OK: Oklahoma Research Centre for Continuing Professional and Higher Education.

has been cited by the following article:

• TITLE: The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students

  AUTHORS: Ashraf Kan’an, Kamisah Osman

  KEYWORDS: Academic Achievement, Self-Directed Learning, Self-Directed Learning Readiness Scale

  JOURNAL NAME: Creative Education, Vol.6 No.8, May 21, 2015

  ABSTRACT: This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.