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Biography can be a valuable tool in understanding historical perspectives on adult learning. The purpose of this study was to look at three examples of times throughout Abraham Lincoln's life when he demonstrated a high level of self-directedness in learning in order to solve problems that he faced. Specifically, we examined (a) Lincoln's youth, when he first acquired the skills and attitude that would serve him as a self-directed learner in adulthood; (b) the example of Lincoln's years practicing law; and (c) his time as President of the United States when he had to learn how to lead the country through probably its greatest crisis. These three scenarios were then examined in relation to a current model of self-directed learning in order to put the discussion into a contemporary context.

This article explores the process through which John Steinbeck wrote "The Grapes of Wrath." This process can be viewed as a learning process with elements of self-directed and transformative learning. Using primary and secondary sources, including a journal Steinbeck kept while writing the book, four themes are discussed: (1) Steinbeck's learning was a process that, unlike the actual writing, did not take place in isolation; (2) the juxtaposition of Steinbeck's confidence and productivity with examples of struggle and self-doubt; (3) a comparison of individual and social dimensions of self-directed learning; and (4) in writing the book, Steinbeck underwent a major transformation that had both negative and positive ramifications. This study continues a line of scholarship on self-directed learning using biographical case study to understand self-direction in the lives of others.

The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was found to be a highly reliable instrument in the selected sample of graduate and undergraduate education students. Confirmatory factor analysis established that a four latent variable model fit the data. Scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction and to a known instrument of self-direction while accounting for additional variance. Recommendations for further research in the ongoing process of scale validation and implications for practice are provided. (Contains 5 tables and 2 figures.)

This article focuses on four issues: the learner's readiness for self-direction in learning, the teaching and learning process advocated for work with self-directed learners, policy considerations related to self-directed learning, and ethical issues relative to the implementation of self-directed learning concepts. (CT)

Explores likely directions for the future of adult learning research. Describes three research areas that will serve as a foundation for future efforts: (1) the teaching-learning transaction, (2) participation, and (3) self-directed learning. (CH)

Examined the relationship between several aspects of perceived life satisfaction and the extent to which one possesses attitudes and skills associated with self-direction in learning in older adults (N=64). Results suggest that self-directed learning and life satisfaction may be linked in a way that offers implications for improving quality of life in the later years. (Author/ABL)