Abstract:
This study aimed to adapt and validate a contextually relevant Self- Directed Learning
Readiness scale (SDLRS) for advanced-level students in Sri Lanka. Drawing from three widely
recognized SDLRSs: SDLRSNE (Fisher et al., 2001), SRSSDL (Williamson, 2007), and DSVS-
SDLR (Dulloo et al., 2023), a 46- item preliminary scale was developed, encompassing five
dimensions: Awareness, Learning Strategies and Styles, Motivation, Team Building, and
Evaluation. Content validity was established through a two-round Delphi process. In Round One,
14 experts evaluated the items, resulting in the exclusion of one item for failing to reach the 80%
consensus threshold and 14 items based on qualitative feedback. In Round Two, eight experts
assessed the remaining 31 items for relevance and clarity. Item. I-CVI were calculated by
dividing the number of experts rating an item as relevant by the total number of experts, with a
threshold of ≥ 0.78. All items met this threshold, achieving an I-CVI of 1.00. The S-CVI was S-
CVI/Ave = 1.00 and S-CVI/UA = 1.00, confirming excellent content validity. Consensus was
achieved as all experts independently rated the items as relevant, with no re-rating required.
Subsequently, a pilot study was conducted with 64 students from five academic streams across
two educational zones in the Northern Province of Sri Lanka. The preliminary 31-item scale
demonstrated strong internal consistency (α = .848). Two items were removed due to item-total
correlations below 0.30, resulting in a finalized 29-item scale, which maintained strong internal
consistency (α = .853). Construct validity was initially evaluated using item-total correlations as
a preliminary check, with all retained items exceeding the 0.30 threshold, indicating acceptable
alignment with their respective dimensions. These findings support the SL-SDLRS-AL as a valid
and reliable tool for assessing SDLR among advanced-level students in Sri Lanka. The
instrument offers practical implications for educators and researchers aiming to enhance
autonomous learning capabilities in advanced-level education.
