Particular Constructs of Self-Concept that are Associated with Self-Directedness Among Selected Women Students Enrolled at a Community College
The problem. This study was designed to investigate the relationship that exists between particular aspects of community college women's self-concept and self-directedness. It also attempted to identify differences that may occur by age, and educational attainment. Specifically, the study investigated the relationship of a measure of each of five self-concept constructs, as measured by the DOSC, of selected community college students to self-directedness. Determining any differences between traditional and non-traditional age women students may aid in helping educators provide more responsive learning environments. Additional information relative to self-concept and self-directedness can aid educators in understanding the frame of reference out of which adult women students attempt to learn. The concern is not merely to identify self-directed learning behavior in individuals but also to compile information that might aid educators in assisting women and others on a path to self-directedness in life. Procedures. Participants were asked to complete a demographic sheet, the Oddi Continuing Learning Inventory and the Dimensions of Self-Concept Scale. Data was analyzed by using Pearson Product-Moment Correlation Coefficients, t-tests and partial correlation analysis. A qualitative assessment was also completed to glean more in-depth information. Findings. Three of the five factors of the DOSC were determined to have statistical significance with self-directedness indicating the scales might be useful in aiding educators understanding of students. Older students scored higher on the self-directedness measure than younger students; however, areas on the self-concept measure showed no significant differences between the age groups. Conclusions. The DOSC and OCLI are valid and reliable instruments for use with adult students. Three factors of the DOSC scale were significantly correlated with self-directedness, the relationships were moderate and other variables should also be explored. One factors of the DOSC resulted statisticaily significant correlations with educational aspirations; however, the relationship was extremely low and other variables should be considered. Recommendations. Several recommendations were made for using different populations, variables and methodology. The results of this study support further investigations of the instruments used.
Adult learning, Adult education of women
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