The Formation Context of Personal Self-Directed Learning

Aušra Kolbergytė, Valdonė Indrašienė

Abstract


Self-directed learning as a targeted individual’s own controlled cognitive process is oriented to the full development of personality and is very important for the formation of a mature personality. However, there are rare scientific sources that help to reveal the holistic formation context of self-directed learning and self-development processes, presenting specific features. Therefore, the aim of this article is to verify theoretically and empirically the most important aspects of the formation context of self-directed learning. Accordingly, two objectives are formulated: to analyze the conception of self-directed learning and to reveal the formation incitements of self-directed learning phenomenon in personal perspectives. Researches have raised the following issues: how is the self-directed learning phenomenon perceived, what are its origins, what constitutes self-directed learning, what are the process features of self-development, what are the techniques of self-directed learning, what is the value of self-directed learning in self-formation, etc.? We have marked several conclusions after scientific literature analysis and empirical research (in-depth interviews). First, self-directed learning is a substantial method of personal development, which stimulates to create a harmony of whole human internal potential by conscious, well-organized individual activities to pursue own targets and to decide on acceptable ways of self-development. It also involves a conscious process of self-education, which relates to self-knowledge, sense of life, changing behaviour, formation of values and continual learning to self-improvement in creating harmonious relationships with other people. Second, the formation context of self-directed learning depends on various factors and self-formation incitements. The main incitements for the formation of self-directed learning are described as personality factors: strong changing motives, self-consciousness, the willpower to change and the results of self-improvement. The need for personal transformation arises because of the dissatisfaction of recent life (costs of failure, growing unhappiness or frustration) and positive traction (admiration of specific human experience, charisma). Self-consciousness depends on personal desire to understand the phenomena that cause dissatisfaction, personal maturity analysis of one owns constant activity and behaviour, internal motivation for self-improvement and preparation to organize and realize self-directed learning as a method. The willpower to change is associated with the courage to overcome ourselves, determination to negotiate difficulties and to live according to our values in the name of peace and harmony with ourselves. The results of self-directed learning (as an incitement for the self-formation process) occur via positive impacts: growth of self-confidence for the acquired skills to manage ourselves and marked changes in ability to communicate.

Keywords


self-directed learning; self-formation context; self-development incitements; factors of self-directed learning; self-consciousness; personality development

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"Social Work" ISSN online 2029-2775 / ISSN print 1648-4789