Doctoral Dissertations

Date of Award

8-1996

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration

Major Professor

Ralph G. Brockett

Committee Members

E. Grady Bogue, Walter A. Cameron, Dorothy L. Wilt

Abstract

Lifestyles characterized by wellness and self-direction have the potential to positively influence student performance and student satisfaction. The purpose of this study was to identify the nature of the relationship between wellness and self-directed learning readiness. A random sample of 365 graduate students at the University of Tennessee, Knoxville (UTK) was electronically generated by UTK's Office of Student Data Analysis. Members of the sample were asked to complete TestWell (TW), the Self-Directed Learning Readiness Scale (SDLRS), and a demographic information questionnaire. There were 185 respondents for a 52% response rate. A significant positive relationship (r = .45; p < .001) was found between wellness and self-directed learning readiness. Seven of eight SDLRS factors correlated with total TW score at the .001 alpha level. Seven of ten TW dimensions correlated with total SDLRS score at the .001 alpha level and one correlated at the .01 level. Statistically significant positive correlations were found between fifty-eight (73%) of 80 correlations between TW subscale scores and SDLRS subscale scores. Correlations between TW's ten subscales and total TW score were statistically significant at the .001 alpha level. The split-half reliability of TW was .87. The reliability of TW, determined by computing Cronbach coefficient alpha, was .92. It was concluded that TestWell is a reliable and valid instrument for use among graduate students. Correlations between the SDLRS's eight subscales and total SDLRS score were statistically significant at the .001 alpha level. The split-half reliability of the SDLRS was .87. The reliability of the SDLRS, determined by computing Cronbach coefficient alpha, was .92. It was concluded that the SDLRS is a reliable and valid instrument for use among graduate students. The concepts of wellness and self-direction are reviewed In terms of definitions, theoretical perspectives, and research approaches. Implications for practice include suggestions for promoting wellness and self-direction among adult learners, the use of self-directed learning contracts that include short- and long-range wellness goals, handling ethical issues in adult education, and the provision of student services for adults. Recommendations for research Include experimental studies, the consideration of stress as an ingredient in the adult learning process, further validation of wellness instruments, qualitative assessments, and follow-up studies.

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