Self-directed learning of adults: A learner typology based on learning strategies, motivation, and self-concept

On the basis of learning strategies, motivation and self-efficacy 724 adult distance learning students were grouped by means of cluster analysis into four clusters of self-regulated learners. Two clusters, much less than elab oration learners much greater than and much less than rehearsal learners mu ch greater than, match the learning orientations of the much less than deep much greater than and much less than surface approach much greater than de scribed in research literature. The much less than minmax much greater than and the much less than minimum much greater than clusters also correspond, though to a lesser degree, to learning clusters reported by other authors. Further analyses showed that much less than elaboration much greater than and much less than minmax much greater than learners had a higher level of prior knowledge, a higher level of education, less of a tendency to drop-ou t of the distance education program and a higher learning success than much less than rehearsal much greater than and much less than minimum much grea ter than learners. much less than Elaboration much greater than and much le ss than minmax much greater than learners appear to attain high levels of l earning performance in contrasting ways. much less than Elaboration learner s much greater than demonstrate high investment in learning strategies and learning time while much less than minmax much greater than -learners show small investment in learning strategies and learning time.