1 M.Sc. Educational Sciences. Educational Sciences Department, Educational Sciences & Psychology Faculty, Allameh Tabatabaei University, Tehran, Iran

2 M.Sc. Educational Science. Educational Sciences & Psychology Department, Human Sciences Faculty, Arak University, Arak, Iran

3 گروه روانپزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی قم


Self-directed learning has become one of the primary aims of education in the last few decades. The aim of the present research was to investigate the relationship between self-directed learning with Academic Adjustment and Academic Performances among students in the Qom University of Medical Sciences. This study was conducted on 303 students in Qom University of Medical Sciences. Data were collected through two standard questionnaires on Meta cognitive inventory of ‌O’neill, and Abedi and self-directed learning questionnaire of Fisher’s. Data were analyzed using descriptive statistics methods, Pearson correlation, Independent t-test and Multiple Regression Analysis. The results of Pearson correlation test showed that there was significant positive relationship between total self-directed learning scale and its sub-scales namely self-control, desire to learning and self-management with academic adjustment and academic performances. There was also a significant positive relationship between academic adjustment and academic performances. According to Independent t-test results, there was significant difference between female and male students’ in total self-directed learning scores (p=0/04), and two components of it: self-control‌ (p=0/02) and desire to learning ‌(p=0/01). Although, there was no meaningful significant difference between female and male students’ mean of self-management, and there was no significant difference between female and male students’ in academic adjustment; whereas, there was a significant difference between male and female students’ in academic performances‌ (0/001). Finally, Multiple Regression Analysis revealed that two components namely self-directed learning and academic performance predicted 23% of academic adjustment variance. Based on results, it is recommended that planners and administrators of higher education provide opportunity for students to learn self-directed strategy for lifelong learning and being active learners, thinkers, self-evaluators and adaptable ones


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