Abstract
Individuals with self-directed learning can develop maturity and adaptability for change, contributing to the development of lifelong learning skills. In this research, the researcher examines (1) the self-directed learning behaviors of undergraduate students at the Faculty of Education, Ramkhamhaeng University; and analyzes (2) the confirmatory factors of self-directed learning of the undergraduate students under study. The study was conducted with the sample population of 580 subjects using the technique of stratified random sampling. Data were analyzed using second order confirmatory factor analysis. Findings are as follows. (1) The undergraduate students under investigation exhibited self-directed learning behaviors at a high level (M=4.22, SD=.494). (2) The structural model of the self-directed learning factors of the undergraduate students under study consisted of six factors i.e. self-management; desire for learning; self-control; learning strategies; motivation; and awareness which were in consonance with the empirical data (χ2=715, df=201, p=.981, TLI=0.913, RMSEA=0.044, SRMR=0.040).
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2023.24
First Page
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Last Page
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Recommended Citation
Klyprayong, Roongporn
(2023)
"Confirmatory Factor Analysis of Self-directed Learning of Undergraduate Students at Faculty of Education, Ramkhamhaeng University,"
Journal of Education Studies: Vol. 51:
Iss.
3, Article 3.
DOI: 10.14456/educu.2023.24
Available at:
https://digital.car.chula.ac.th/educujournal/vol51/iss3/3
