The Self-Rating Scale of Self-Directed Learning (SRSSDL): A factor analysis of the Italian version

SummaryBackground velopment of self-directed learning (SDL) is a growing priority among nurses and other health care workers: they need to be prepared in order for their university education to be effective and relevant to their lifelong learning. To learn in a self-directed manner, it is necessary to develop an awareness of oneʹs ability to self-learn and then to implement appropriate and effective strategies; progress must be assessed using validated measurement tools. ives m of this study was to examine the factor structure of the Italian version of the Self-Rating Scale of Self-directed Learning (SRSSDLIta), and to provide evidence of its validity. s-sectional design was undertaken. ipants that the instrument is composed of 60 items, a total of 600 to 900 participants were targeted. In addition, according to the theoretical assumption that self-directed learning — as a crucial component of lifelong learning — is a measurable skill that is developed across the individualʹs professional life, a maximum variation sample was examined. Therefore, 847 participants were involved, including 453 nurses, 141 radiology technicians, 182 nursing students and 68 radiology technician students. s pal component analysis and factor analysis were performed. s alian version of the SRSSDL Scale consists of 40 items composed of eight factors: Awareness (α = 0.805), Attitudes (α = 0.778), Motivation (α = 0.789), Learning Strategies (α = 0.789), Learning Methods (α = 0.781), Learning Activities (α = 0.676), Interpersonal Skills (α = 0.684), and Constructing Knowledge (α = 0.732). sions SSDLIta consists of 40 items across eight factors. The shorter Italian version might reduce the time needed to complete, thereby making the tool faster and easier to use.