The purpose of the study was to add to the existing body of knowledge on adults as managers of their own learning. This was done, on one hand, by investigating self-directiveness as a theoretical phenomenon within learning. On the other hand, empirical research was carried out to examine the adult learner's readiness for self-directed learning. In addition, the level of self-directiveness and the learning results of students engaged in distance education were compared to those of students in conventional education, with special focus on the changes that could be perceived in both. The aim here was to find an explanation for possible differences derived from different pedagogical approaches. Certain psychological and socio-demographic characteristics of adults were also used as a basis for these explanations. The empirical part of the research project was carried out in 1989 - 1991. The initial research population of 1990 included 782 students engaged in Open University studies in educ
ational science. In the final measurement carried out in May 1991 the number of informants was 170 due to the sampling method used and to informant loss. The informants' readiness for self-directiveness was measured by the Selfdirected Learning Readiness (SDLR) scale developed by Guglielmino (1977), and their self-concept by an adapted test combined from the (TSCS) Tennessee Self-Concept Scale (Fitts 1965) and Coopersmith's Self-Esteem Inventory (Coopersmith 1967). Content command, learning expectations and experiences were measured by special tests developed for this research. In addition, qualitative data were collected by semi-structured thematic interviews and from student essays written on the topic of personal learning experiences. The reliability of the SDLR scale was α = .91 and of the self-concept test α = .87. The results showed that the students' readiness for self-directiveness varies within normal distribution. Some development can be perceived among all students during a one-year intervention, but distance education students show more positive development than those engaged in conventional study. The difference, however, is not statistically significant. Readiness for self-directiveness and the self-concept correlated strongly with each other (r = .54 in the initial measurement and r = .52 in the final measurement). Neither the one-year-long study nor the educational approach used had any direct relation to the development of self-concept. The cognitive learning results, defined qualitatively, however, were significantly higher with distance education students than with students engaged in conventional study. The picture drawn by the empirical results of the selfdirective adult learner conforms quite well with the humanistic view of man described in the theoretical part of the study.
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