Impact of Motivational Beliefs on Self-Directed Learning Among Male Distance Learners

Present study was undertaken to investigate the significance of impact of motivational beliefs on self-directed learning of male distance learners. Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) was used to measure the motivational beliefs and Self-directed learning inventory developed by the researcher herself was used to assess the self-directed learning of male students pursuing their post-graduation through distant mode. A sample of 312 students was randomly selected for the study. The findings of the study showed that self-efficacy for learning and performance emerged as best and significant predictor followed by test anxiety for explaining awareness, learning strategies, learning activities, components of self-directed learning. Whereas, for explaining evaluation and interpersonal skills components intrinsic goal orientation emerged as the best and significant predictor. Test anxiety and self-efficacy for learning and performance appeared as the second and third order variable in order of importance for explaining interpersonal skills component of self-directed learning.