國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Positive Psychology and Self-Directed Learning :/
其他題名:	A Correlational Study.
作者:	Peyton, Scott R.
面頁冊數:	1 online resource (130 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: B.
Contained By:	Dissertations Abstracts International84-09B.
標題:	Personality psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798374414233

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

Positive Psychology and Self-Directed Learning :A Correlational Study. - 1 online resource (130 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798374414233Subjects--Topical Terms:

1180475
Personality psychology.
Subjects--Index Terms:

Autonomous LearningIndex Terms--Genre/Form:

554714
Electronic books.

Positive Psychology and Self-Directed Learning : = A Correlational Study.
LDR:03123ntm a22003857 4500 001 1145644
005 20240711091739.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798374414233
035 $a (MiAaPQ)AAI30309310
035 $a AAI30309310
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Peyton, Scott R. $3 1470831
245 1 0 $a Positive Psychology and Self-Directed Learning : $b A Correlational Study.
264 0 $c 2023
300 $a 1 online resource (130 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Personality psychology. $3 1180475
650 4 $a Educational psychology. $3 555103
653 $a Autonomous Learning
653 $a Positive psychology
653 $a Self-directed learning
653 $a Self-efficacy
653 $a Learning motivation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0625
710 2 $a Regent University. $b School of Education. $3 1180056
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-09B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30309310 $z click for full text (PQDT)