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Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading

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Title: Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading
Language: English
Authors: Li, Huiyong (ORCID 0000-0001-9916-7908), Majumdar, Rwitajit (ORCID 0000-0003-4671-0238), Chen, Mei-Rong Alice (ORCID 0000-0003-2722-0401), Yang, Yuanyuan (ORCID 0000-0002-0068-7290), Ogata, Hiroaki (ORCID 0000-0001-5216-1576)
Source: Interactive Learning Environments. 2023 31(6):3613-3632.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Junior High School Students, Independent Study, Student Behavior, Reading Achievement, Cognitive Processes, Self Management, Independent Reading, Learning Strategies, Cognitive Style, Skill Development, Goal Orientation, Educational Environment, Foreign Countries
Geographic Terms: Japan
DOI: 10.1080/10494820.2021.1937660
ISSN: 1049-4820
1744-5191
Abstract: Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners' SDL behaviors and processes. To address this limitation, this study investigated the relations between SDL ability, SDL behaviors, and reading outcomes and further explored the process of planning behaviors in SDL. This study examined the context of SDL for extensive reading using a goal-oriented active learning system, GOAL. The results showed that the high SDL ability students demonstrated significantly more reading outcomes in terms of books completed and the number of days read than those with low SDL ability. The high SDL ability students engaged significantly more in planning behaviors, that were found to be significantly correlated with reading outcomes, than the low SDL ability students. Cluster analysis and transition analysis also differentiate groups of learners with different planning behaviors. These findings suggested that the learning behaviors and outcomes facilitated by the environment were affected to varying degrees by the levels of students' SDL ability, and personalized feedback can be created using the SDL behavioral variables and patterns in the environment.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397244
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: EJ1397244
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading
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  Data: English
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  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Li%2C+Huiyong%22">Li, Huiyong</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9916-7908">0000-0001-9916-7908</externalLink>)<br /><searchLink fieldCode="AR" term="%22Majumdar%2C+Rwitajit%22">Majumdar, Rwitajit</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4671-0238">0000-0003-4671-0238</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2722-0401">0000-0003-2722-0401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Yuanyuan%22">Yang, Yuanyuan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0068-7290">0000-0002-0068-7290</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ogata%2C+Hiroaki%22">Ogata, Hiroaki</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5216-1576">0000-0001-5216-1576</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(6):3613-3632.
– Name: Avail
  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Reading%22">Independent Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: DOI
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  Data: 10.1080/10494820.2021.1937660
– Name: ISSN
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners' SDL behaviors and processes. To address this limitation, this study investigated the relations between SDL ability, SDL behaviors, and reading outcomes and further explored the process of planning behaviors in SDL. This study examined the context of SDL for extensive reading using a goal-oriented active learning system, GOAL. The results showed that the high SDL ability students demonstrated significantly more reading outcomes in terms of books completed and the number of days read than those with low SDL ability. The high SDL ability students engaged significantly more in planning behaviors, that were found to be significantly correlated with reading outcomes, than the low SDL ability students. Cluster analysis and transition analysis also differentiate groups of learners with different planning behaviors. These findings suggested that the learning behaviors and outcomes facilitated by the environment were affected to varying degrees by the levels of students' SDL ability, and personalized feedback can be created using the SDL behavioral variables and patterns in the environment.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2023
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  Label: Accession Number
  Group: ID
  Data: EJ1397244
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1397244
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      – Type: doi
        Value: 10.1080/10494820.2021.1937660
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 3613
    Subjects:
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Self Management
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      – SubjectFull: Independent Reading
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      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Cognitive Style
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      – SubjectFull: Skill Development
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: Analysis of Self-Directed Learning Ability, Reading Outcomes, and Personalized Planning Behavior for Self-Directed Extensive Reading
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            NameFull: Li, Huiyong
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            NameFull: Yang, Yuanyuan
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            NameFull: Ogata, Hiroaki
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              Type: published
              Y: 2023
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