| The purpose of this study was to investigate the relationship between early integration of self-directed learning behaviors and how they manifest themselves during the adult years in the Children of Deaf Adult (CODA) population. This dissertation employed an in-depth study of hearing CODAs to achieve its objectives. This inquiry utilized both quantitative (self-directed learning readiness scale (SDLRS), and qualitative (interview) measures to ascertain meaningful answers to the questions understudy. The research project addressed the following three primary questions: (1) How do CODAs perceive the impact that culture and the key developmental factors had on the emergence of their Self-Directed Learning behaviors? (2) Which of the identified Self-Directed Learning characteristics are most prevalent in the sample CODA population? (3) How do CODAs understand the influence that their culture and key developmental factors had on the identified Self-Directed Learning characteristics?; The data analysis demonstrated the following four relationships: (1) There was congruence between the qualitative and quantitative components around the SDL characteristics of; love of learning and self directedness. (2) Love of learning and self-directedness characteristics are ranked highest on the SDLRS. These characteristics were not influenced by age, gender, frequency of signing, education or birth order of the CODAs studied. (3) The demographic data indicates that the more often one signs the greater the developmental impact and influence it had on creativity, lifelong learning, self awareness and acceptance of responsibility for one's learning within the CODA population studied. (4) Table 4 (page 63) indicates that love and learning and self concept were the key influences for SDL behaviors on both the qualitative and quantitative analyses.; Implications for the field of SDL were explored and recommendations for further research offered. |
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