Abstract

This study aimed to analyze the factorial structure of a self-directed learning readiness scale, identifying the best fit among three factorial structures of the scale available in the academic literature. Additionally, it was analyzed the relationship among the factors of the scale (self-management, self-control and desired for learning), and the variables sex (men 53.3 % and women 46.7 %), academic progression (on-time 55.7 % and delayed 44.3 %) and age of the participants (M= 21.9, SD= 3.4). The 40 items scale was answered by 546 students’ teachers from a university located in the southern part of Chile. The factorial structure’s best fit of the scale (self-management RMSEA = 0.07, CFI = 0.95, TLI = 0.94, SRMR = 0.04; self-control RMSEA = 0.06, CFI = 0.96, TLI = 0.94, SRMR = 0.04 and desired for learning RMSEA = 0.08, CFI = 0.98, TLI = 0.96, SRMR = 0.03) stated that self-management and desired for learning show differences when comparing by academic situation (selfmanagement t =-4.48, p<0.001; desired for learning t = 4.34, p< 0.001), the same situation happens with self-control when comparing by sex (t = 2.72, p< 0.01). A multiple regression analysis indicates that academic situation is a good predictor of self-directed learning. More research using this instrument could allow advances in the identification of a solid factorial scale accounting of selfdirected learning in Chilean student’s teachers.