Author: Saba Ashraf
Supervisors: Syeda Fatima Hasnain & Rukhsana Kausar, PhD
Degree: M.Sc
Year: 2013-2015
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
Abstract
The present study explored the relationship between teachers’ acceptance-rejection and self-directed learning in matric and O-level students. It was hypothesized that there would be positive relationship between teachers’ acceptance-rejection and self-directed learning in students and there would be gender differences in self-directed learning and teacher’s acceptance rejection. It was further hypothesized that 31 Matric and O-level students were likely to differ in self-directed learning and teachers’ acceptance rejection. The sample comprised of 150 (M age = 14.7, SD = .99) students from three schools of Lahore. Urdu versions of Teacher Acceptance-Rejection Questionnaire (TARQ/Control) (Rohner, 2004) and Self-Directed Learning Scale (SDLI) (Lounsbury, Levy, Park, Gibson, & Smith, 2009) were used. Results showed a significant positive relationship between self-directed learning and teacher acceptance- rejection. Moreover, results of linear regression indicated that only coldness negatively predicted self-directed learning. Analysis of two-way ANOVA showed that there were non-significant effects of gender and grades on teacher-acceptance-rejection, teacher’s coldness, teacher’s rejection, control and self-directed learning but there were significant effects on hostility and neglect. The present study findings help understand the teacher’s important role in making students self-directed learners
Keywords: Teacher Acceptance-Rejection, Self-Directed Learning.
Visit University to get the full thesis.
Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: chairperson@appsy.pu.edu.pk, Phone: 92-42-9231245
