چکیده مقاله
The aim of this study is to extract and propose an integrative conceptual model for explaining the components and dimensions of self directed learning SDL , one capable of addressing the theoretical shortcomings of prior models and providing a more comprehensive depiction of the cognitive, metacognitive, and social mechanisms of learning This research employs a critical integrative review methodology Data were gathered by examining articles and theoretical models related to SDL from reputable international databases, including Scopus, Web of Science, ERIC, and Google Scholar, covering the period from 1971 to 2025 In the analysis phase, common components were first extracted from classic models Tough, 1971; Knowles, 1975 , cognitive metacognitive models Garrison, 1997 , and constructivist models Song & Hill, 2007 Subsequently, through comparative analysis and theoretical gap analysis, it was determined that two key components— problem solving and time management —have not been systematically addressed in most models, despite their fundamental role in linking cognitive decision making, learning persistence, and knowledge transfer Accordingly, this study proposes an integrative, three dimensional model of SDL comprising: 1 Executive cognitive dimension: goal setting, planning, resource selection, and outcome evaluation; 2 Metacognitive analytical dimension: self management, self monitoring, problem solving, and time management; 3 Personal social orientation: intrinsic motivation, responsibility, self efficacy, and peer interaction Incorporating problem solving and time management into existing models establishes a robust framework that connects individual agency, cognitive control, and social interaction
کلیدواژهها
نویسندگان
شیوه ارجاع
Shahsavari, Maryam and Mirzaei, Hadise and Arbabi, Mahsima,1404,Development of an Integrative Model of Self-Directed Learning: A Critical Analysis of the Evolution of Components from Andragogy to Contemporary Approaches,24th International Conference on Psychology,Counseling,and Educational Sciences.
ارائهشده در
مجموعه مقالات بیست و چهارمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی30 آبان 1404