Arianpoor, Arash, Taylor, Silas C. R., Lucas, Cherie, Webster, Craig S., Henning, Marcus A., Sofija, Ernesta, Boyd, Matthew J., Charrois, Theresa L., Kellar, Jamie, Perepelkin, Jason, Smith, Lorraine, Mani, Revathy, Mantzourani, Efi  ORCID: https://orcid.org/0000-0002-6313-1409, Marley, Catherin, Shulruf, Boaz and Huang, Pin-Hsiang
2025.
Development and validation of a tool for evaluating self-regulated and self-directed aptitudes of learning (SELF-ReDiAL).
Medical Science Educator
10.1007/s40670-025-02454-0
|
Preview |
PDF
- Published Version
Available under License Creative Commons Attribution. Download (1MB) | Preview |
Abstract
Introduction Self-regulated learning (SRL) and self-directed learning (SDL) are widely studied in education, but debates about their relationship have hindered effective measurement in practice. The recently introduced SELF-ReDiAL framework (self-regulated and self-directed aptitudes of learning) addresses this by framing these as adaptable learning aptitudes, integrating SRL features and insights into SDL. Using this framework, we developed and validated a new tool to assess SELF-ReDiAL—particularly valuable for health students and professionals requiring lifelong learning—bridging educational theory and practice. Methods Guided by the SELF-ReDiAL framework, a 30-item questionnaire was developed and administered to students in health-related disciplines across Australia, New Zealand, the UK, and Canada. Exploratory and confirmatory factor analyses (EFA and CFA) assessed the scale’s content and construct validity. Results Overall, 315 responses were analysed (mean age: 23.20 ± 6.73 years, range: 17–58), including 241 women, 70 men, and 4 individuals using other gender terms. Following EFA, 20 items were retained, yielding a four-factor model: ‘Inquisitiveness’ (31.17% variance explained), ‘Accomplishment’ (4.46% variance explained), ‘Implementation’ (4.11% variance explained), and ‘Independence’ (2.54% variance explained). CFA confirmed model fit (χ2 = 374.334, df = 164, p < 0.01, χ2/df = 2.283; CFI: 0.91, TLI: 0.896, RMSEA: 0.064, SRMR: 0.0523). Both Cronbach’s alpha and composite reliability closely met the threshold for all factors. Discussion The SELF-ReDiAL model offers a comprehensive perspective on learners’ ability to take ownership of their learning when addressing gaps in professional knowledge. In health education, assessing SELF-ReDiAL helps identify influencing factors and informs strategies to enhance these aptitudes, prompting lifelong learning and ensuring high-quality patient care.
| Item Type: | Article |
|---|---|
| Date Type: | Published Online |
| Status: | In Press |
| Schools: | Schools > Pharmacy |
| Publisher: | Springer |
| ISSN: | 2156-8650 |
| Date of First Compliant Deposit: | 10 July 2025 |
| Date of Acceptance: | 15 June 2025 |
| Last Modified: | 15 Jul 2025 10:45 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/179694 |
Actions (repository staff only)
 |
Edit Item |
Dimensions
Dimensions