Methodological and Substantive Issues in the Measurement of Self-Directed Learning Readiness

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Abstract
Since its development, the Self-Directed Learning Readiness Scale has been used in a number of studies that have supported the reliability and validity of the instrument. In the present study, growing out of a larger examination of the relationship between self-directedness and life satisfaction among a sample of older adults, a number of concerns relative to the structure and substance of the instrument were raised. It is felt that while the instrument may be appropriate for certain segments of the adult population, it may be inappropriate for other groups such as those of low formal educational attainment.