The purpose of this study was to investigate the tenability of a proposed path-analytic model relating resourcefulness and persistence in the context of adult autonomous learning. Data collected from a nonprobability sample of 492 American adults using valid and reliable measures for resourcefulness and persistence were analyzed. Results suggest that although adults intend to persist in valued learning activities, they often do not choose to engage in such activities. Methods are discussed that may help educators foster autonomous learning tendencies in their students, thereby supporting their development as lifelong learners.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
2.
Carr, P. B. (1999). The measurement of resourcefulness intentions in the adult autonomous learner (Doctoral dissertation, George Washington University, 1999). Dissertation Abstracts International, 60, 3849.
3.
Chene, A. (1983). The concept of autonomy in adult education: A philosophical discussion. Adult Education Quarterly, 34 (1), 38-47.
4.
Derrick, M. G. (2001). The measurement of an adult’s intention to exhibit persistence in autonomous learning (Doctoral dissertation, George Washington University, 2001). Dissertation Abstracts International, 62, 2533.
5.
Derrick, M. G. (2002). Persistence and the adult autonomous learner. In H. B. Long& Associates (Eds.), Twenty-first century advances in self-directed learning (pp. 13-30). Schaumburg, IL: Motorola University Press.
6.
Fishbein, M.,& Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
7.
Heckhausen, H.,& Kuhl, J. (1985). From wishes to action: The dead ends and short cuts on the longway to action. In M. Frese & J. Sabini (Eds.), Goal-directed behavior: The concept of action in psychology (pp. 134-157). Hillsdale, NJ: Lawrence Erlbaum.
8.
Hinkle, D. E., Wiersma, W.,& Jurs, S. G. (1998). Applied statistics for the behavioral sciences (4th ed.). Boston: Houghton Mifflin.
9.
Houle, C. O. (1961). The inquiring mind: A study of the adult who continues to learn. Madison: University of Wisconsin Press.
10.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books.
11.
Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 15-49). Cambridge, UK: Cambridge University Press.
12.
Long, H. B. (1989). Self-directed learning: Emerging theory and practice. In H. B. Long & Associates (Eds.), Self-directed learning: Emerging theory and practice (pp. 1-11). Norman: University of Oklahoma, Oklahoma Research Center for Continuing Professional and Higher Education.
13.
Long, H. B. (1998). Theoretical and practical implications of selected paradigms of self-directed learning. In H. B. Long& Associates (Eds.), Developing paradigms for self-directed learning (pp. 1-14). Norman: University of Oklahoma, Public Managers Center, College of Education.
14.
Maxim, P. S. (1999). Quantitative research methods in the social sciences. New York: Oxford University Press.
15.
Merriam, S. B.,& Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2nd ed.). San Francisco: Jossey-Bass.
16.
Oddi, L. F. (1987). Perspective on self-directed learning. Adult Education Quarterly, 38 (1), 21-31.
17.
Park, E., & Confessore, G. J. (2002). Development of new instrumentation: Validation of the Learner Autonomy Profile beta version. In H. B. Long& Associates (Eds.), Twenty-first century advances in self-directed learning (pp. 289-306). Schaumburg, IL: Motorola University Press.
18.
Ponton, M. K. (1999). The measurement of an adult’s intention to exhibit personal initiative in autonomous learning (Doctoral dissertation, George Washington University, 1999). Dissertation Abstracts International, 60, 3933.
19.
Ponton, M. K., Carr, P. B., & Confessore, G. J. (2000). Learning conation: A psychological perspective of personal initiative and resourcefulness. In H. B. Long & Associates (Eds.), Practice & theory in self-directed learning (pp. 65-82). Schaumburg, IL: Motorola University Press.
20.
Ponton, M. K., Carr, P. B., & Derrick, M. G. (2004). A path analysis of the conative factors associated with autonomous learning. International Journal of Self-Directed Learning, 1, 59-69. Retrieved May 9, 2004, from http://www.sdlglobal.com/IJSDL1-1/IJSDL-V1-Spring2004.pdf
21.
Smith, R. M. (1982). Learning how to learn: Applied theory for adults. Chicago: Follett.
22.
Vroom, V. H. (1964). Work and motivation. New York: John Wiley.
23.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
