Guglielmino & Associates

Dr. Paul Guglielmino /Dr. Lucy Guglielmino

7339 Reserve Creek Drive, Port St. Lucie, Florida 34986 

Phone/FAX: 772-429-2425

Guglielmino & Associates

Thank you for your recent inquiry about the SELF-DIRECTED LEARNING READINESS SCALE (SDLRS), also known as the Learning Preference Assessment (LPA).

The SDLRS/LPA is designed to measure the complex of attitudes, abilities, and characteristics which comprise readiness to engage in self-directed learning. It is a self-report instrument which was developed by Dr. Lucy M. Guglielmino while at the University of Georgia. Fourteen authorities in the area of self-directed learning participated in a Delphi study to identify the characteristics which the instrument is designed to measure. Further information is available in the following pages.

The SDLRS/LPA has been used by more than 500 major organizations around the world. More than 70,000 adults and 5,000 children have taken the instrument, and more than 90 doctoral dissertations have been completed using the SDLRS. The adult form of the instrument has been translated into Spanish, Japanese, Chinese, Korean, German, Finnish, Greek, Portuguese, Italian, Malaysian, Indonesian, Dutch, Polish, Russian, Turkish, Lithuanian, Latvian, and Afrikaans.

The following forms of the SDLRS/LPA are now available:

SDLRS-A One Copy Online Version $6.95

*SDLRS-A More than one copy:
FOR THE GENERAL ADULT POPULATION (58 items) $4.95 each

*SDLRS-ABE FOR ADULTS WITH LOW READING LEVELS
OR NON-NATIVE ENGLISH SPEAKERS (34 items) $4.95 each

*SDLRS-E FOR CHILDREN (58 items) $4.95 each

The SDLRS-A and the SDLRS-ABE are available online for individuals or groups at http://www.lpasdlrs.com/login.html

For BUSINESS use of the LEARNING PREFERENCE ASSESSMENT, CALL (800) 633-4533 to order from HRDQ. For educational use, contact Guglielmino & Associates.

*One scoring run and a printout of descriptive statistics for your sample are included in the price when ordering more than 100 copies. Shipping is extra. If you order less than 100 copies there is a $75 scoring charge. Volume discounts for educational institutions and students for the asterisked forms are as follows:
100-200 $3.95 each
201-500 $3.50 each
over 500 $3.25 each

Advanced statistical analysis of your SDLRS data is available if desired. Please call or email for an estimate of the cost.

Lucy M. Guglielmino, Ed. D. Paul J. Guglielmino, Ed. D.

7339 Reserve Creek Drive, Port St. Lucie, FL 34986
o TEL (772) 429-2425 o FAX (772) 429-2423
E-mail: lguglielmino@rocketmail.com o Website: http://www.guglielmino734.com

What is the Self-Directed Learning Readiness Scale?

The SDLRS is a self-report questionnaire with Likert-type items developed by Dr. Lucy M. Guglielmino in l977. It is designed to measure the complex of attitudes, skills, and characteristics that comprise an individual's current level of readiness to manage his or her own learning.

Since its initial development, the Self-Directed Learning Readiness Scale (SDLRS), also known as the Learning Preference Assessment, (LPA) has been used widely. The adult form (SDLRS-A or LPA) has been used by more than 500 major organizations around the world. The instrument has been translated into Spanish (Castilian, Columbian, and Cuban), Japanese, Chinese, Korean, German, Finnish, Greek, Portuguese, Italian, Malaysian, Dutch, Polish, Russian, Turkish, Lithuanian, Latvian, and Afrikaans. More than 70,000 adults and 5,000 children have taken the SDLRS/LPA. It has been used in numerous research studies, including more than 90 doctoral dissertations.

McCune (1987/88) after examining 67 studies of self-direction in learning done between 1977 and 1987, determined that the SDLRS was by far the most frequently used instrument. Similarly, Long and Redding (1991) indicated that, of the dissertations done on the topic of self-direction in learning between 1966 and 1991, 43 (27%) . . . were based on the SDLRS." Based on numerous literature reviews, the SDLRS/LPA has for some time been the most valid and widely used quantitative instrument in the study of self-directed learning. Overviews of research using the instrument can be found in Brockett and Hiemstra (1991), Merriam and Caffarella (1999), and Delahaye and Choy (2000).

Brockett (1985b) cites the SDLRS as a stimulus for research, identifying three major streams of research in self-direction in learning, with the second major stream focusing on "the relationship between self-directedness and a range of psychosocial variables." He concludes that "the SDLRS has helped to move self-directed learning research beyond description toward a greater understanding of the relationship between self directedness and certain personological variables" (p. 56). Long (1991) has asserted, in fact, that the availability of the SDLRS has led to an increase in research in this area. "It is likely," he contends, " that the greatest boost to the study of self-directed learning was provided by Lucy Guglielmino's [SDLRS]." ( p. 12).

The adult form of the questionnaire (SDLRS-A or Learning Preference Assessment) has 58 items. Respondents are asked to read a statement and then indicate the degree to which that statement accurately describes him or her. The SDLRS/LPA is available in, a research version (for which scoring is done by Guglielmino & Associates) and a self-scoring version. There is also an elementary form, the SDLRS-E, and, and an ABE version (SDLRS-ABE). All forms of the SDLRS and LPA are copyrighted, and may not be used without permission or purchase.

For further information, contact Lucy M. Guglielmino (lguglielmino@rocketmail.com) or Paul J. Guglielmino (guglielmino@rocketmail.com) Phone/FAX: 772 429-2425
How was the SDLRS developed?

The Delphi Survey
In order to determine the content of the SDLRS, a three-round Delphi survey to authorities on self-direction was done. Of the 20 persons asked to participate in the survey, 14 agreed. The participants were: Drs. Herbert A. Alf, B. Frank Brown, Edward G. Buffie, Arthur W. Chickering, Patricia M. Coolican, Gerald T. Gleason, Winslow R. Hatch, Cyril O. Houle (first two rounds only), Malcolm S. Knowles, Wilbert J. McKeachie, Barry R. Morstain, Mary M. Thompson, Allen Tough, and Morris Weitman.

The Delphi survey involved the listing and rating of characteristics which the authorities considered important for self-direction in learning, including attitudes, abilities, and personality characteristics. Characteristics emerging from the Delphi survey with a median rating of desirable, necessary, or essential for self-direction in learning were used as a basis for the construction of items for the SDLRS. A detailed description of the Delphi process and of the original developmental work on the Self-Directed Learning Readiness Scale is described in Dr. Guglielmino's dissertation:

Guglielmino, L. M. (1978). Development of the Self-Directed Learning Readiness Scale. (Doctoral dissertation, University of Georgia, 1977).Dissertation Abstracts International, 38, 6467A.
Three pertinent quotes from the dissertation are listed below.

o Assumptions Framing Guglielmino's Delphi Study

The following statement was sent to the Delphi panel as an introduction to the first questionnaire in the Delphi process:
It is the author's assumption that self-direction in learning exists along a continuum; it is present in each person to some degree. In addition, it is assumed that self-direction in learning can occur in a wide variety of situations, ranging from a teacher-directed classroom to self-planned and self-conducted learning projects. Although certain learning situations are more conducive to self-direction in learning than are others, it is the personal characteristics of the learner-including his [or her] attitudes, his [or her] values, and his [or her] abilities-which ultimately determine whether self-directed learning will take place in a given learning situation. The self-directed learner more often chooses or influences the learning objectives, activities, resources, priorities, and levels of energy expenditure than does the other-directed learner. (Guglielmino, 1977/78, p. 34)
o Question Asked of the Delphi Panel :

What do you judge to be the characteristics of the highly self-directing learner which are the most closely related to his [or her] self-directed learning behavior? Personality characteristics, attitudes, values, and abilities of the self-directing learner might be included, as well as any other factor you feel is important. (Guglielmino, 1977/78, p. 93)

o Description of the Highly Self-Directed Learner Derived from the Delphi Process

This description was derived from the most highly-rated items on the Delphi survey after the third round.

A highly self-directed learner, based on the survey results, is one who exhibits initiative, independence, and persistence in learning; one who accepts responsibility for his or her own learning and views problems as challenges, not obstacles; one who is capable of self-discipline and has a high degree of curiosity; one who has a strong desire to learn or change and is self-confident; one who is able to use basic study skills, organize his or her time and set an appropriate pace for learning, and to develop a plan for completing work; one who enjoys learning and has a tendency to be goal-oriented. (Guglielmino, 1977/78, p.73)

The Initial Tryout
After the items were constructed, reviewed, and revised, the instrument was administered to 307 subjects in Georgia, Canada and Virginia. Item analysis data were used to select items for revision and to estimate the parameters of the test. A reliability of .87 was estimated. The SDLRS was subsequently expanded to 58 items. All the validity studies conducted have used the 58 item scale. Based on a 1988 compilation of 3151 respondents to the SDLRS, the Pearson split-half reliability estimate is .94. Reference:

McCune, S.K., Guglielmino, L. M. & Garcia, G. (1990). Adult self-direction in learning: A preliminary meta-analytic investigation of research using the Self-Directed Learning Readiness Scale. In Long, H.B. & Associates, Advances in self-directed learning research. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education.

What information is available on the validity and reliability of the SDLRS/LPA?

Based on a population of 3,151 individuals from the United States and Canada, a split-half Pearson product moment correlation with a Spearman-Brown correction produced a reliability coefficient of .94 (Guglielmino & Guglielmino, 1991). Most published studies on populations over twenty years old report similar reliability figures that fall within a range of .72 - .92. In addition to internal reliability estimates, Finestone (1984) and Wiley (1981) reported test-retest reliability coefficients of .82 and .79 respectively.

Although there have been some criticisms of the SDLRS, (Brockett, 1987; Field, 1989; Straka & Hinz, 1996), the vast majority of studies have supported the reliability and validity of the instrument (See, for example, Delahaye & Smith, 1995; Durr, 1992; Finestone, 1984; Graeve, 1987; Hassan, 1982; Long & Agyekum, 1984; McCune & Guglielmino, 1991; Posner, 1989; Russell, 1988). The SDLRS and its self-scoring form, the Learning Preference Assessment, are the most frequently used instruments for assessing self-directed learning readiness (Merriam & Caffarella, 1999).

The most recent comprehensive review of the SDLRS/LPA is:

Maltby, J., Lewis, C. A., & Hill, A. (2000). Commissioned reviews of 250 psychological tests. Edwin Mellen Press, Wales, U.K.

Reviewers: Brian Delahaye and Sarojni Choy, School of Professional Studies, Queensland University of Technology, Australia, 4059.

Title: The Learning Preference Assessment (Self-Directed Learning Readiness Scale)

Authors: Guglielmino, L.M. & Guglielmino, P.J. (1991).

Variable: Level of willingness and ability to engage in self-directed learning.

Description: The Learning Preference Assessment (LPA) is a new, self-scoring format of the Self-Directed Learning Readiness Scale (SDLRS). The SDLRS was developed by Lucy Guglielmino in 1977 and most of the research has been undertaken on the 58-item version of this instrument. Lucy and Paul Guglielmino collaborated to publish it in a self-scoring format in 1991. The instrument has 58 five Likert scale (almost always true, usually true, sometimes true, usually not true, almost never true) items, with 41 of the items positively phrased and 17 negatively phrased. The instrument measures the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning at the time of response. This readiness is assessed as a total score, which is then converted into bands of 'high', 'above average', 'average', 'below average' and 'low ' readiness. The LPA/SDLRS is the most widely used instrument for the measurement of readiness for self-directed-learning (Long & Agyekum 1988; McCune 1989; Merriam & Brockett 1997) and has been translated into French, German, Greek, Spanish, Japanese, Chinese, Korean, Finnish, Italian, Portuguese, Malay, and Afrikaan.

Sample: The SDLRS was originally designed as a predictive or diagnostic tool for those preparing for self-directed learning in an academic field at high school, college, or tertiary institutions (Guglielmino, 1978). The self-scoring format (LPA) has been used widely in business and industry (eg. Guglielmino, P.J. & Guglielmino, L. M., 1998; Durr, Guglielmino, L. & Guglielmino, P., 1994; Guglielmino, P.J. & Klatt, 1994; Guglielmino, L. M., 1996) as well as in education for increasing awareness of self-directed learning and for self-assessment.

Reliability

Internal consistency: Studies have demonstrated satisfactory to excellent levels with coefficient alpha and split-half between .67 and .96 (Brockett 1985; Delahaye & Smith 1995; Finestone 1984; Graeve 1987; Guglielmino 1977, 1989; Hall-Johnsen 1981; Hassan 1981; Skaggs 1981).

Test-retest: Finestone (1984) and Wiley (1981) noted values of .82 and .79 respectively.

Validity

Content: The content validity of the instrument was established by Guglielmino (1977) by using a modified Delphi technique, with a panel of experts, with three rounds of surveys. Finestone (1984) found a clear congruence between Guglielmino's original Delphi results and an extensive review of available literature on self-directed learning.

Construct: As only a total score is used in the instrument, convergent validity has been found with andragogy in the Student's Orientation Questionnaire (Christian 1982) with a value of 0.35 (p=.01) (Delahaye and Smith 1995). Long and Agyekum (1984) also found support for divergent validity. Posner (1989) reported convergent validity (p<0.01) with several constructs, including: preference for challenge (.81), curiosity for learning (.79), perceived scholastic competence (.69), use of internal criteria for evaluation (.64), independent mastery (.56), and independent judgement (.54). Russell (1988) provides support for divergent validity with an inverse linear relationship on preference for structure (r=.31, p<.03). McCune, Guglielmino and Garcia (1990) also found support for both convergent and divergent validity.

Criterion-related: Hall-Johnsen (1981) and Hassan (1981) found significant positive correlation with learning projects undertaken and Graeve (1987) reported a significant positive relationships with hours spent on self-directed learning. Jones (1989) found a significant positive relationship with observable student behaviours related to self-directed learning readiness.

Results and comments: There has been extensive support for the LPA in the literature as an accurate and useful instrument for measuring readiness for self-directed learning (for example, see Adenuga 1989; Brockett & Hiemstra 1991; Caffarella & O'Donnell 1987; Cunningham 1989; Long 1987; Long & Redding 1991). Delahaye and Smith (1995) found that the instrument was not affected by gender or by level of tertiary study. The most ardent criticisms have come from Field (1989) and West & Bentley (1989; 1991) who incited much debate about the construct validity of the instrument. The construct validity criticisms are puzzling, as the instrument relies on one total score. Further, Field's study was itself criticised because of flaws in sampling and statistical analysis (Guglielmino, Long and McCune (1989). Bonham (1991) and Field both questioned the content validity of the instrument, contending that it merely measured a 'love of learning' or a positive attitude to learning. The content validity studies (Delahaye & Smith 1995; Guglielmino 1977) have thrown doubts on these criticisms. Brockett (1985) and Brookfield (1985) caution that the instrument is designed more for the 'educationally advantaged' and Delahaye and Smith (1995) have raised minor concerns over its use with the under 20 age group. An ABE (Adult Basic Education) form of the Self-Directed Learning Readiness Scale has been developed (Guglielmino, 1989), but literature about its use is limited.

While bearing these cautions in mind, the LPA can be used with acceptable confidence to provide an accurate measurement of readiness for self-directed learning.

References

Adenuga, B. O. (1989). Self-directed learning readiness and learning style preferences of adult learners. In B. Delahaye, H. E. Smith (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45 (3), 159-173.
Bonham, L. A. (1991). Guglielmino's Self-Directed Learning Readiness Scale: What does it measure? Adult Education Quarterly, 41, 92-99.
Brockett, R. G. (1985). Methodological and substantive issues in the measurement of self-directed learning readiness. Adult Education, 36, (1), 15-24.
Brockett, R. G., and Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London: Routledge.
Brookfield, S. (1985). Analyzing a critical paradigm of self-directed learning: A response. Adult Education Quarterly, 36, (1), 60-64.
Caffarella, R. S. & O'Donnell, J. M. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 37, (4), 199-211.
Christian, A. C. (1982). A comparative study of the andragogical-pedagogical orientation of military and civilian personnel. Doctoral dissertation. Oklahoma State University.
Cunningham (1989). An examination of the self-directed learning readiness of selected students and undergraduates of masters degree programs of southern baptist seminaries. In B. Delahaye, H. E. Smith (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45 (3), 159-173.
Delahaye, B. L. & Smith, H. E. (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45, (3), 159-173.
Field, L. (1989). An investigation into the structure, validity, and reliability of Guglielmino's Self-directed Learning Readiness Scale. Adult Education Quarterly, 39, 125-139.
Finestone, P. M. (1984). A construct validation of the Self-Directed Learning Readiness Scale with labour education participants. Dissertation Abstracts International, 46, (5), 1160-1161A.
Graeve, E. A. (1987). Patterns of self-directed learning of registered nurses. (Doctoral dissertation, University of Minnesota) Dissertation Abstracts International, 48, 820.
Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale (Doctoral Dissertation, University of, 1977 Georgia, 1977). Dissertation Abstracts International, 38, 6467A.
Guglielmino, L. M. (1989). Development of an Adult Basic Education Form of the Self-Directed Learning Readiness Scale. In H.B. Long and Associates. Self-directed learning: Emerging theory and practice (pp. 63-75). Norman OK: Oklahoma Research Center for Continuing Professional and Higher Education of the University of Oklahoma.
Guglielmino, L. M., Long, H. and McCune, S. (1989). Reactions to Field's investigation into the SDLRS. Adult Education Quarterly, 39, 236-247.
Hall-Johnsen, K. (1981). The relationship between readiness for self-directed learning and participation in self-directed learning (Doctoral dissertation, Iowa State University, 1981). Dissertation Abstracts International, 46, 7A.
Hassan, A. M. (1981). An investigation of the learning projects among adults of high and low readiness for self-direction in learning (Doctoral dissertation, Iowa State University, 1981). Dissertation Abstracts International, 42, 3838A.
Jones, C. J. (1989). A study of the relationship of self-directed learning readiness to observable behavioral characteristics in an adult basic education programs. In B. Delahaye, H. E. Smith (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45 (3), 159-173.
Long, H. B. (1987). Item analysis of Guglielmino's self-directed learning readiness scale. International Journal of Lifelong Education, 6, (4), 331-336.
Long, H. B. & Agyekum, S. (1984). Teacher ratings in the validation of Guglielmino's self-directed learning readiness scale. Higher Education, 13 (4), 709-715.
Long, H. B. & Agyekum, S. (1988). Self-directed learning: Assessment and validation. In H. B. Long and Associates. Self-directed learning: Application and theory. Athens, GA: Adult Education Department of the University of Georgia.
Long, H. B. and Redding, T. R. (1991). Self-directed learning. dissertation abstracts 1966-1991. Oklahoma: Research Centre for Continuing Professional and Higher Education.
McCune, S. K. (1989). A statistical critique of Field's investigation. Adult Education Quarterly, 39 (4), 243-245.
McCune, S. K. (1989). A meta-analysis study of adult self-direction in learning. A review of the research from 1977 to 1987. (Doctoral dissertation, Texas A & M University, 1988). Dissertation Abstracts International, 49, 3237.
McCune, S. K., Guglielmino. L. M. & Garcia, G. (1990). Adult self-direction in learning: A preliminary meta-analytic readiness scale. In H. B.Long and others. Advances in self-directed learning research. Norman, Oklahoma: Oklahoma Research Center for Continuing Professional and Higher Education.
Merriam, S. & Brockett, R. (1997). The profession and practice of adult education. San Francisco: Jossey-Bass.
Posner, F. G. (1989/90). A study of self-directed learning, perceived competence and personal orientation among students in an open alternative high school (Doctoral dissertation, University of Denver, 1989). Dissertation Abstracts International, 51, 813.
Russell, G. J. (1988/89). Learner preference for structure, self-directed learning readiness and instructional methods (Doctoral dissertation, University of Missouri, 1988). Dissertation Abstracts International,49, 1689.
Skaggs, B. J. (1981). The relationship between involvement of profession nurses in self-directed learning activities, loci of control, and readiness for self-directed learning measures.
Straka, G. A. & Hinz, I. M. (1996). The original self-directed readiness scale reconsidered. The 10th International Self-Directed Learning Symposium, March 6-10, 1996, West Palm Beach, Florida.
West, R. & Bentley, E. Jr. (1989). Structural analysis of the self-directed learning readiness scale: A confirmatory factor analysis using LISREL modeling. In: Long, H. B. & Associates. Advances in research and practice in self-directed learning. University of Oklahoma, 157-180.
West, R. F. & Bentley, E. L. Jr. (1991). Relationships between scores on the Self-Directed Learning Readiness Scale, Oddi Continuing Learning Inventory and participation in continuing professional education.
Wiley, K. (1981). Effects of a self-directed learning project and preference for structure on self-directed learning readiness of baccalaureate nursing students. (Doctoral dissertation, Northern Illinois University). Dissertation Abstracts International, 43, 1A.

SDLRS/LPA Online Group Administration Instructions

To order and pay for the use of the SDLRS/LPA online, paste this address into your browser:

http://www.lpasdlrs.com

Click the link at the bottom to order.

On the order page, choose ONLINE tests, then fill in the requested information. Be sure to click SUBMIT ORDER at the bottom of the screen.

You may pay by Paypal (http://PayPal.com), using the link provided, or you may pay by check. If you choose to pay by check, send the check to Guglielmino & Associates, 7339 Reserve Creek Drive, Port St. Lucie, FL 34986. Be sure to include your email address so that we can notify you right away that your payment has been received and we have authorized your online use.

Once your payment is received, you will receive a weblink and a password to distribute to your group. You will also receive an administrator's password that will allow you to access the group data.

To view other information on the SDLRS as well as frequently asked questions about group administration, see http://www.lpasdlrs.com

lmg

Lucy M. Guglielmino, Ed. D.
Phone/FAX: (772) 429-2425
lguglielmino@rocketmail.com
website: http://www.guglielmino734.com
See sdlglobal.com for information on the International Symposium on Self-Directed Learning and the International Journal of Self-Directed Learning

Guglielmino & Associates

SDLRS/LPA Administration (Paper Copies and Scantrons)
Do not inform respondents of the name or the exact purpose of the SDLRS. This is necessary to avoid possible response bias. Use the description that is included in the instructions printed on the SDLRS.

IMPORTANT NOTE: Have each respondent locate the IDENTIFICATION NUMBER section of the answer sheet. Whether you use names or not, this section must be completed for the data to be scanned. The identification number:
" Must be unique for each respondent
" Must be from 2-10 digits long
" Must begin in the "A" column
" Must have no spaces between the digits (blank spaces at the end are allowable)
We recommend that you use the last 5 digits of the respondent's Social Security number unless an existing employee number or student number can be used.

Be sure that the respondents understand the configuration of the BLUE answer sheet. Then review with them the marking instructions printed on side 2:
o Use a #2 pencil.
o DO NOT use ink or ballpoint pens.
o Make heavy black marks that fill the circles completely.
o Erase cleanly any answer you wish to change.
o Do not make any stray marks on the answer sheet.

Allow the respondents as much time as they need to complete the SDLRS. Administration usually requires 15- 30 minutes. Answering vocabulary questions or reading the items aloud will not affect the validity of the scores.

SDLRS Score Report
One scoring run is included with all orders of 100 copies of the SDLRS or more. The computer printout gives you the individual's name or ID, SDLRS score, sample mean, standard deviation, variance, range, standard error, kurtosis, minimum and maximum score, skewness, number of valid observations, and missing observations. This information will allow you to compare each individual score to the sample mean and to the adult norms.

You can request that the scores be printed alphabetically, from high to low, or sequentially by ID number. There is no extra charge for this service. If you require multiple scoring runs, there will be an additional charge to cover the cost ( $75.00). If you want to examine the data by sex, age, race or by any other demographic or correlate the SDLRS score with other scores or data, we are able to provide you with any statistical analysis you might want. Please call or email for prices concerning this service.

You may submit the data in an Excel spreadsheet or on the blue answer sheets provided. Return the answer sheets for scoring to our address below or email the Excel spreadsheet as an attachment to lguglielmino@rocketmail.com. Be sure to include the enclosed cover sheet with identifying information and keep copies of the answer sheets. Thank you for using the SDLRS.

Lucy M. Guglielmino, Ed. D.
Paul J. Guglielmino, Ed. D.
7339 Reserve Creek Drive, Port St. Lucie, FL 34986 o TEL/FAX (772)429-2425
E-mail: lguglielmino@rocketmail.com o Website: http://www.guglielmino734.com

Sample Score Report Letter
Guglielmino & Associates

This package includes data from your use of the Self-Directed Learning Readiness Scale, specifically:

o individual scores listed by name or identification number;

o analytical data for your sample: mean, standard deviation, variance, range, standard error, kurtosis, minimum and maximum score, skewness, number of valid observations, and missing observations;

o the results of any other analyses you requested;

o a chart for comparing individual scores with a national sample; and

o some interpretive information.

If you are preparing a written report of your research in any form, please send us a copy so that we can add your study to the bibliography and provide complete and up-to-date information to others who are using the SDLRS. We will be happy to reimburse you for copying and mailing.

Thank you for your interest in self-directed learning.

Sincerely,

Lucy M. Guglielmino, Ed.D.
Paul J. Guglielmino, Ed.D.

7339 Reserve Creek Drive, Port St. Lucie, FL 34986 o (772) 429-2425
E-mail: lguglielmino@rocketmail.com o Website: http://www.guglielmino734.com

HOW DOES YOUR SDLRS SCORE COMPARE WITH OTHER ADULTS?

Comparison of Mean SDLRS Scores

Study N Mean Low Score High Score
* Meta-analytic 4596 227.7 185 247
**Top U.S. Entrepreneurs 162 248.6 195 279

** Guglielmino, P. J., & Klatt, L. A. (1994). Self-directed learning readiness as a characteristic of the entrepreneur. In H. B. Long & Associates, New ideas about self-directed learning (pp. 161-174). Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education.

* McCune, S. K., Guglielmino, L. M., & Garcia, G. (1990). Adult self-directed learning: A preliminary meta-analytic investigation of research using the Self-Directed Learning Readiness Scale. In H. B. Long & Associates. Advances in self-directed learning research. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education. (Included 29 studies: mean age 37.5; female, 66.2%; male 33.8%; mean educational achievement, 14.4 years of formal schooling; 62% of subjects were students)

HOW TO INTERPRET YOUR SDLRS SCORE

Your score is a measure of your current level of Self-Directed Learning Readiness.

If your score is between: Then your readiness for self-directed learning is:
________________________________________
58-176 Low
177-201 Below average
202-226 Average
227-251 Above average
252-290 High
________________________________________

Some people have a low level of readiness because they have consistently been exposed to other-directed instruction. The most important thing to remember about your score is that it can be changed. Most persons with low or average levels of self-directed learning readiness can increase their readiness with awareness and practice.

The average score for adults completing the questionnaire is 214. The standard deviation is 25.59. The SDLRS measures your readiness for self-directed learning. Research has suggested that individuals who have developed high self-directed learning skills tend to perform better in jobs requiring:

1. A high degree of problem solving ability.
2. A high degree of creativity.
3. A high degree of change.

Persons with high SDLRS scores usually prefer to determine their learning needs and plan and implement their own learning. This does not mean that they will never choose to be in a structured learning situation. They may well choose traditional courses or workshops as a part of a learning plan.

Persons with average SDLRS scores are more likely to be successful in more independent situations, but are not fully comfortable with handling the entire process of identifying their learning needs and planning and implementing the learning.

Persons with below average SDLRS scores usually prefer very structured learning options such as lecture and traditional classroom settings.