The Self-Rating Scale of Self-Directed Learning (SRSSDL): A factor analysis of the Italian version

Background: The development of self-directed learning (SDL) is a growing priority among nurses and other health care workers: they need to be prepared in order for their university education to be effective and relevant to their lifelong learning. To learn in a self-directed manner, it is necessary to develop an awareness of one's ability to self-learn and then to implement appropriate and effective strategies; progress must be assessed using validated measurement tools. Objectives: The aim of this study was to examine the factor structure of the Italian version of the Self-Rating Scale of Self-directed Learning (SRSSDLIta), and to provide evidence of its validity. Design: A cross-sectional design was undertaken. Participants: Given that the instrument is composed of 60 items, a total of 600 to 900 participants were targeted. In addition, according to the theoretical assumption that self-directed learning — as a crucial com- ponent of lifelong learning — is a measurable skill that is developed across the individual's professional life, a maximum variation sample was examined. Therefore, 847 participants were involved, including 453 nurses, 141 radiology technicians, 182 nursing students and 68 radiology technician students. Methods: Principal component analysis and factor analysis were performed. Results: The Italian version of the SRSSDL Scale consists of 40 items composed of eight factors: Awareness (α = 0.805), Attitudes (α = 0.778), Motivation (α = 0.789), Learning Strategies (α = 0.789), Learning Methods (α = 0.781), Learning Activities (α = 0.676), Interpersonal Skills (α = 0.684), and Constructing Knowledge (α = 0.732). Conclusions: The SRSSDLIta consists of 40 items across eight factors. The shorter Italian version might reduce the time needed to complete, thereby making the tool faster and easier to use.