Development and Validation of a Tool for Evaluating Self-regulated and Self-directed Aptitudes of Learning (SELF-ReDiAL).

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 ( 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. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02454-0.