Self-directed learning and motivational beliefs as correlates of course experience among professional course students

Pages: 1113-1118
Amita Kaistha (Department of Distance Education, Punjabi University, Patiala, Punjab)

The current study was an effort to find out the significance of correlation between self-directed learning and course experience and motivational beliefs and course experience among professional course students. Self-directed learning inventory developed by the researcher herself was used to assess the self-directed learning, Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991) was used to measure the motivational beliefs and course experience questionnaire (Thapliyal, 2014) was used to explore the course experience of professional course students. A representative sample of 90 post-graduate students was taken for the study. Results of the present study showed that awareness component of self-directed learning has positive and significant correlation with support and generic skills components of course experience and course experience (total), learning strategies and self-directed learning (aggregate) have significant correlation only with support component of course experience and course experience (total). Further, the results revealed that intrinsic goal orientation, task value and control of learning belief have positive and significant correlation with challenges and generic skills components of course experience and course experience (total), extrinsic goal orientation has positive and significant correlation only with challenges component of course experience, self-efficacy for learning and performance has significant correlation only with course experience (total), test anxiety has negative and significant relationship with support factor and positive and significant relationship with generic skills factor of course experience.