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Self-Directed Learning: Toward a Comprehensive Model

University of Alberta

Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.

Adult Education Quarterly, Vol. 48, No. 1, 18-33 (1997)
DOI: 10.1177/074171369704800103


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