Abstract:
This correlational study was designed to investigate
the relationship between self-directed learning and
personality type. A sample of 133 graduate and
undergraduate education students completed the MBTI and
the SDLRS. Two hypotheses were examined: (a) scores on
the intuitive scale will account for a significant
amount of the variance in the prediction of selfdirected
learning readiness and, (b) scores on the
introverted scale will account for a significant amount
of the variance in self-directed learning readiness.
Stepwise multiple regression analyses indicated that
psychological type accounts for 28% of the variance in
self-directed learning. Support for the first
hypothesis was found with 15% of the variance in selfdirected
learning accounted for by intuition. The
second hypothesis was not supported. Introversion
accounted for 13% of the variance but in a negative
manner. Results of this study indicate that
personality type does influence the ability of the
learner to be self-directed in studies. These findings
add another dimension for the adult educator to
consider when attempting to develop self-directedness
in learners.
