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Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students

机译：动机，学业压力和年龄对预测自主学习准备（SDLR）的影响：专注于在线大学生

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The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who are taking online counseling classes at one online university in Korea. A total of 186 students responded to the web-survey questionnaire. The Pearson correlation is used to examine whether there are significant correlations among motivation, academic stress, age, and SDLR. Results show that motivation and academic stress have an influence on the level of SDLR. However, there is no significant relationship between age and SDLR. Also, the multiple-regression is used to analyze any influence on three predictors (motivation, academic stress, and age) in predicting SDLR. As a result, motivation and academic stress turn out as significant predictors which are influential in predicting the level of SDLR. However, the variable of the age among online college students is not influential in predicting the level of SDLR. Lastly, suggestions and implications are discussed for future study.
机译：这项研究的目的是确定是否可以通过动机，学习压力和年龄来显着预测在线学生的自我学习准备程度（SDLR）。为了完成本研究的目的，分析了Pearson相关和多元回归。这项研究的参与者是正在韩国一所在线大学上在线咨询课程的大学生。共有186名学生回答了网络调查问卷。皮尔森相关性用于检验动机，学业压力，年龄和SDLR之间是否存在显着相关性。结果表明，动机和学业压力会影响SDLR的水平。但是，年龄与SDLR之间没有显着关系。同样，多元回归分析了在预测SDLR中对三个预测因素（动机，学习压力和年龄）的任何影响。结果，动机和学术压力成为重要的预测因素，对预测SDLR的水平具有影响力。但是，在线大学生的年龄变量对预测SDLR的水平没有影响。最后，讨论了建议和启示，以供将来研究。

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