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Introduction <p>Self-regulated learning (SRL) and self-directed learning (SDL) are widely studied in education, but debates about their relationship have hindered effective measurement in practice. The recently introduced SELF-ReDiAL framework (self-regulated and self-directed aptitudes of learning) addresses this by framing these as adaptable learning aptitudes, integrating SRL features and insights into SDL. Using this framework, we developed and validated a new tool to assess SELF-ReDiAL—particularly valuable for health students and professionals requiring lifelong learning—bridging educational theory and practice.</p> Methods <p>Guided by the SELF-ReDiAL framework, a 30-item questionnaire was developed and administered to students in health-related disciplines across Australia, New Zealand, the UK, and Canada. Exploratory and confirmatory factor analyses (EFA and CFA) assessed the scale’s content and construct validity.</p> Results <p>Overall, 315 responses were analysed (mean age: 23.20 ± 6.73&#xa0;years, range: 17–58), including 241 women, 70 men, and 4 individuals using other gender terms. Following EFA, 20 items were retained, yielding a four-factor model: ‘Inquisitiveness’ (31.17% variance explained), ‘Accomplishment’ (4.46% variance explained), ‘Implementation’ (4.11% variance explained), and ‘Independence’ (2.54% variance explained). CFA confirmed model fit (<i>χ</i><sup>2</sup> = 374.334, <i>df</i> = 164, <i>p</i> &lt; 0.01, <i>χ</i><sup>2</sup>/<i>df</i> = 2.283; CFI: 0.91, TLI: 0.896, RMSEA: 0.064, SRMR: 0.0523). Both Cronbach’s alpha and composite reliability closely met the threshold for all factors.</p> Discussion <p>The SELF-ReDiAL model offers a comprehensive perspective on learners’ ability to take ownership of their learning when addressing gaps in professional knowledge. In health education, assessing SELF-ReDiAL helps identify influencing factors and informs strategies to enhance these aptitudes, prompting lifelong learning and ensuring high-quality patient care.</p>

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Development and Validation of a Tool for Evaluating Self-regulated and Self-directed Aptitudes of Learning (SELF-ReDiAL)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月4日

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  • Arash Arianpoor,
  • Silas C. R. Taylor,
  • Cherie Lucas,
  • Craig S. Webster,
  • Marcus A. Henning,
  • Ernesta Sofija,
  • Matthew J. Boyd,
  • Theresa L. Charrois,
  • Jamie Kellar,
  • Jason Perepelkin,
  • Lorraine Smith,
  • Revathy Mani,
  • Efi Mantzourani,
  • Catherin Marley,
  • Boaz Shulruf,
  • Pin-Hsiang Huang

摘要

Introduction

Self-regulated learning (SRL) and self-directed learning (SDL) are widely studied in education, but debates about their relationship have hindered effective measurement in practice. The recently introduced SELF-ReDiAL framework (self-regulated and self-directed aptitudes of learning) addresses this by framing these as adaptable learning aptitudes, integrating SRL features and insights into SDL. Using this framework, we developed and validated a new tool to assess SELF-ReDiAL—particularly valuable for health students and professionals requiring lifelong learning—bridging educational theory and practice.

Methods

Guided by the SELF-ReDiAL framework, a 30-item questionnaire was developed and administered to students in health-related disciplines across Australia, New Zealand, the UK, and Canada. Exploratory and confirmatory factor analyses (EFA and CFA) assessed the scale’s content and construct validity.

Results

Overall, 315 responses were analysed (mean age: 23.20 ± 6.73 years, range: 17–58), including 241 women, 70 men, and 4 individuals using other gender terms. Following EFA, 20 items were retained, yielding a four-factor model: ‘Inquisitiveness’ (31.17% variance explained), ‘Accomplishment’ (4.46% variance explained), ‘Implementation’ (4.11% variance explained), and ‘Independence’ (2.54% variance explained). CFA confirmed model fit (χ2 = 374.334, df = 164, p < 0.01, χ2/df = 2.283; CFI: 0.91, TLI: 0.896, RMSEA: 0.064, SRMR: 0.0523). Both Cronbach’s alpha and composite reliability closely met the threshold for all factors.

Discussion

The SELF-ReDiAL model offers a comprehensive perspective on learners’ ability to take ownership of their learning when addressing gaps in professional knowledge. In health education, assessing SELF-ReDiAL helps identify influencing factors and informs strategies to enhance these aptitudes, prompting lifelong learning and ensuring high-quality patient care.