Reliability and validity testing of the Chinese version of the self-directed learning scale among middle school students.

Fei Cheng, Mei Foong Ang, Yana An, Chuan Li, Jian Yu

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Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed

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1 citing paper in PubMed.

A combined PBL and flipped classroom intervention enhances self-directed learning ability and empathy in ophthalmology undergraduates.Scientific reports · 2026
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5 · Who and what money

Authors and funding

5 authors.

Fei ChengSchool of Education, Hebei Normal University, Shijiazhuang, China.

Mei Foong AngDepartment of Music, Faculty of Human Ecology, Universiti Putra Malaysia, Selangor, Malaysia.

Yana AnShijiazhuang Finance and Trade School, Shijiazhuang, China.

Chuan LiSchool of Teacher Education, Hebei Normal University, Shijiazhuang, China.

Jian YuNormal Practice Guidance Center, Hebei Normal University, Shijiazhuang, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: This study examined the psychometric properties of the Chinese version of the Self-Directed Learning Scale (SDLS) among 979 middle school students in China. Methods: The scale was translated and culturally adapted using Brislin's and Beaton's cross-cultural procedures. Analyses conducted with SPSS 29.0 and Amos 26.0 included assessments of internal consistency, content validity, and structural validity. Results: The SDLS demonstrated strong reliability (Cronbach's α = 0.882; McDonald's ω = 0.887; CR = 0.887) and excellent content validity (S-CVI/Ave = 0.980). Exploratory factor analysis supported a one-factor structure (KMO = 0.895), which was confirmed by confirmatory factor analysis (χ Discussion: The findings indicate that the Chinese SDLS is a reliable and valid instrument for assessing self-directed learning in adolescents. It provides a practical tool for learner profiling and educational planning within China's performance-oriented yet increasingly student-centered context.

Indexed as

adolescent learner autonomyChinese secondary educationconstruct validitycross-cultural validationexploratory and confirmatory factor analysisscale translation and adaptationself-directed learning

Identifiers

PMID41377077

DOI10.3389/fpsyg.2025.1642596

PMCPMC12685800

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