On relationship among art university students´ self-directed learning readiness, learning satisfaction and performance

This study investigates and interviews with students in art universities of six provinces in China by Behavioral Events Interview(BEI) and Focus Group Interview(FGI) and compiles related questionnaires. 500 valid questionnaires are taken back. The relationship among self-directed learning readiness, learning satisfaction and learning performance is obtained by factor analysis, correlation analysis and regression analysis. The following results are obtained: art university students´ self-directed learning readiness and learning satisfaction have significant effects on their learning performance; the interactions between different self-directed learning readiness and learning satisfaction have relatively significant influence on learning performance.