Self-directed learning in adults is considered predominantly a process of self-instruction. This conception is inadequate because it fails to account for persistence in learning and excludes adults who are unable to plan self-instruction. These inadequacies, however, can be addressed by studying self-directed learning as it relates to the learner's personality. Linking self-directed learning and personality has several advantages: Self-directed learning could be studied independent of the mode of learning an individual selects, a relatively stable indicator of self-directed learning-personality-would be available for study, and the personality characteristics leading an individual to initiate and persist in learning would provide a more unified and comprehensive focus for the study of self-directed learning.
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