| dc.description.abstract | Self-directed learners are people who advance based on personal initiative, capability, and determination (Knowles, 1962; Lerner, 1957; McDonald, 1967). Resilience is theorized as a positive characteristic within individuals that develop adaptations such as self-reliance and determination (Hasui, et al., 2009). In addition, resilience has been investigated in connection with gender, socio-economic status, and race (Borowsky, 2004; Howard, 1996; Ireland, 2004; Resnick, 2004; Wang & Gordon, 1994; Wang, Haertal, & Walberg, 1996). The purpose of this study was to investigate the relationship between self-directed learning readiness and resilience among student-athletes. The population was comprised of 226 student-athletes, 157 were males, and 69 were females. The student-athletes were categorized by gender and sport participation, team (n = 146) or individual (n = 81). Guglielmino’s Learning Preference Assessment (formerly known as the Self-Directed Learning Readiness Scale), was used to measure the composite beliefs, proficiencies, and attributes that encompass an individual’s readiness to direct his or her own learning. Wagnild and Young’s Resilience Scale (RS) was used to measure psychological resilience. This scale was used to measure the capability one has to handle pressures of life. The ability to positively adapt and maintain mental stability during adversity is the principle of resilience (Herrman, et al., 2011). The results indicated that there were no differences in self-directed learning readiness and resilience by gender and sport; furthermore, the results indicated there was no relationship between self-directed learning readiness and resilience among student-athletes. The lack of research in this area merits further investigation into understanding the
iii
relationship between gender and sport participation and examining the differences between self-directed learning readiness and resilience in student-athletes. | en_US |
