東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Positive Psychology and Self-Directe...

Peyton, Scott R.

Linked to FindBook

Google Book

Amazon

博客來

Positive Psychology and Self-Directed Learning: A Correlational Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Positive Psychology and Self-Directed Learning: A Correlational Study./
Author:	Peyton, Scott R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	130 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: B.
Contained By:	Dissertations Abstracts International84-09B.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30309310
ISBN:	9798374414233

Positive Psychology and Self-Directed Learning: A Correlational Study.
Peyton, Scott R.

Positive Psychology and Self-Directed Learning: A Correlational Study. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 130 p.

Source: Dissertations Abstracts International, Volume: 84-09, Section: B.

Thesis (Ph.D.)--Regent University, 2023.

This item must not be sold to any third party vendors.

This study examined whether a correlational relationship exists between positive psychology and self-directed learning. Positive psychology consists of the primary elements of positive emotions, engagement, relationships, meaning, and achievement and is measured using the PERMA-Profiler (Butler & Kern, 2016; Seligman, 2011). The Self-Directed Learning Instrument was used to measure the component factors of learning motivation, planning and implementation, self-monitoring, and interpersonal communication (Cheng et al., 2010). This study considered positive psychology to be the independent variable and self-directed learning to be the dependent variable-in keeping with the research of Teal et al. (2015) and Macaskill and Denovan (2013). Twenty-four separate correlations were performed between each of the elements of positive psychology, plus self-perception of health, with each element of self-directed learning as identified on the Self-Directed Learning Instrument. The results indicated no predictive relationship between positive emotions and engagement with any element of self-directed learning. Positive relationships had a strong positive correlation with learning motivation only. Meaning correlated strongly with learning motivation and planning and implementing and moderately with self-monitoring. Achievement correlated strongly with planning and implementing as well as self-monitoring and moderately with learning motivation. Self-perception of health had a moderate positive correlation with all elements of self-directed learning. These results suggest the elements of positive psychology may form a predictive basis for self-directed learning; further research is suggested to determine causality in the form of experimental design studies.

ISBN: 9798374414233Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Autonomous Learning

Positive Psychology and Self-Directed Learning: A Correlational Study.
LDR:02968nmm a2200385 4500 001 2397548
005 20240711091739.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798374414233
035 $a (MiAaPQ)AAI30309310
035 $a AAI30309310
040 $a MiAaPQ $c MiAaPQ
100 1 $a Peyton, Scott R. $3 3767328
245 1 0 $a Positive Psychology and Self-Directed Learning: A Correlational Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: B.
500 $a Advisor: Carr, Paul B.
502 $a Thesis (Ph.D.)--Regent University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined whether a correlational relationship exists between positive psychology and self-directed learning. Positive psychology consists of the primary elements of positive emotions, engagement, relationships, meaning, and achievement and is measured using the PERMA-Profiler (Butler & Kern, 2016; Seligman, 2011). The Self-Directed Learning Instrument was used to measure the component factors of learning motivation, planning and implementation, self-monitoring, and interpersonal communication (Cheng et al., 2010). This study considered positive psychology to be the independent variable and self-directed learning to be the dependent variable-in keeping with the research of Teal et al. (2015) and Macaskill and Denovan (2013). Twenty-four separate correlations were performed between each of the elements of positive psychology, plus self-perception of health, with each element of self-directed learning as identified on the Self-Directed Learning Instrument. The results indicated no predictive relationship between positive emotions and engagement with any element of self-directed learning. Positive relationships had a strong positive correlation with learning motivation only. Meaning correlated strongly with learning motivation and planning and implementing and moderately with self-monitoring. Achievement correlated strongly with planning and implementing as well as self-monitoring and moderately with learning motivation. Self-perception of health had a moderate positive correlation with all elements of self-directed learning. These results suggest the elements of positive psychology may form a predictive basis for self-directed learning; further research is suggested to determine causality in the form of experimental design studies.
590 $a School code: 1058.
650 4 $a Educational psychology. $3 517650
650 4 $a Personality psychology. $3 2144789
653 $a Autonomous Learning
653 $a Positive psychology
653 $a Self-directed learning
653 $a Self-efficacy
653 $a Learning motivation
690 $a 0525
690 $a 0625
710 2 $a Regent University. $b School of Education. $3 3169899
773 0 $t Dissertations Abstracts International $g 84-09B.
790 $a 1058
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30309310