GUGLIELMINO & ASSOCIATES,

LLC
Dr. Lucy M.Guglielmino - lguglielmino@rocketmail.com
Dr. Paul J. Guglielmino - guglielmino@rocketmail.com
772 429-2425
Quick Facts about the Self-Directed Learning Readiness Scale (SDLRS)

The SDLRS is also known as the Learning Preference Assessment (LPA) to avoid
response bias.

The SDLRS/LPA is the most widely used assessment in the field of self-directed learning (
Merriam, Caffarella, & Baumgartner, 2007). It is a self-report instrument that was
developed by Dr. Lucy M. Guglielmino to measure the complex of attitudes, abilities, and
characteristics that comprise readiness to engage in self-directed learning.

Fourteen authorities in the area of self-directed learning participated in a Delphi study to

identify the characteristics that the instrument is designed to measure . Among the experts
were Malcolm Knowles, Cyril Houle, and Allen Tough.

The SDLRS/LPA has been used by more than 500 major organizations around the world.
More than 120,000 adults and 5,000 children have taken the instrument, and more than
95 doctoral dissertations have been completed using the SDLRS. The adult form of the
instrument has been translated into Spanish, Japanese, Chinese, Korean, German,
Finnish, Greek, Portuguese, Italian, Malaysian, Indonesian, Dutch, Polish, Russian,
Turkish, Lithuanian, Latvian, Farsi , Arabic, Thai, Nepali, and Afrikaans.
For further information, click the links on the left.

What is the Self-Directed Learning Readiness Scale?

The SDLRS is a self-report questionnaire with Likert-type items developed by Dr. Lucy M.
Guglielmino in l977. It is designed to measure the complex of attitudes, skills, and characteristics
that comprise an individual's current level of readiness to manage his or her own learning.
Since its initial development, the Self-Directed Learning Readiness Scale (SDLRS) also known
as the Learning Preference Assessment, (LPA) has been used widely. The SDLRS-A has been
used by more than 500 major organizations around the world. The instrument has been translated
into Spanish (Castilian, Columbian, and Cuban), French, German, Italian, Korean, Malay,

Chinese, Japanese, Finnish, Greek, Portuguese, Afrikaans, Russian, Latvian, Lithuanian, Farsi,
Dutch, Polish and Turkish. More than 70,000 adults and 5,000 children have taken the
SDLRS/LPA. It has been used in numerous research studies, including more than 90 doctoral
dissertations.
McCune (1987/88), after examining 67 studies of self-direction in learning done between 1977
and 1987, determined that the SDLRS was by far the most frequently used instrument. Similarly,
Long and Redding (1991) indicated that, of the dissertations done on the topic of self-direction in
learning between 1966 and 1991, 43 (27%) . . . were based on the SDLRS." Based on numerous
literature reviews, the SDLRS/LPA has for some time been the most valid and widely used
quantitative instrument in the study of self-directed learning. Overviews of research using the
instrument can be found in Brockett and Hiemstra (1991), Merriam and Caffarella (1999, 2007),
and Delahaye and Choy (2000).
Brockett (1985b) cites the SDLRS as a stimulus for research, identifying three major streams of
research in self-direction in learning, with the second major stream focusing on "the relationship
between self-directedness and a range of psychosocial variables." He concludes that "the SDLRS
has helped to move self-directed learning research beyond description toward a greater
understanding of the relationship between self directedness and certain personological variables"
(p. 56). Long (1991) has asserted, in fact, that the availability of the SDLRS has led to an increase
in research in this area. "It is likely," he contends, " that the greatest boost to the study of selfdirected learning was provided by Lucy Guglielmino's [SDLRS]." ( p. 12).
The adult form of the questionnaire (SDLRS-A or Learning Preference Assessment) has 58 items.
Respondents are asked to read a statement and then indicate the degree to which that statement
accurately describes their own attitudes, beliefs, actions or skills. The SDLRS/LPA is available in
a research version (for which scoring is done by Guglielmino & Associates) and a self-scoring
version. There is also an elementary form, the SDLRS-E, and an ABE version (SDLRS-ABE). All
three forms can be accessed online or can be ordered in paper format. All forms of the SDLRS
and LPA are copyrighted, and may not be used without permission or purchase.

How was the SDLRS developed?

The Delphi Survey
In order to determine the content of the SDLRS, a three-round Delphi survey of authorities on
self-direction was done. Of the 20 persons asked to participate in the survey, 14 agreed. The
participants were: Drs. Herbert A. Alf, B. Frank Brown, Edward G. Buffie, Arthur W.
Chickering, Patricia M. Coolican,Gerald T. Gleason, Winslow R. Hatch, Cyril O. Houle (first
two rounds only), Malcolm S. Knowles, Wilbert J. McKeachie, Barry R. Morstain, Mary M.
Thompson, Allen Tough, and Morris Weitman.
The Delphi survey involved the listing and rating of characteristics which the authorities
considered important for self-direction in learning, including attitudes, abilities, and personality
characteristics. Characteristics emerging from the Delphi survey with a median rating of

desirable, necessary, or essential for self-direction in learning were used as a basis for the
construction of items for the SDLRS. A detailed description of the Delphi process and of the
original developmental work on the Self-Directed Learning Readiness Scale is described in Dr.
Guglielmino's dissertation:
Guglielmino, L. M. (1978). Development of the Self-Directed Learning Readiness Scale.
(Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38,
6467A.
Three pertinent quotes from the dissertation are listed below.
Assumptions Framing Guglielmino's Delphi Study
The following statement was sent to the Delphi panel as an introduction to the first questionnaire
in the Delphi process:
It is the author's assumption that self-direction in learning exists along a continuum; it is
present in each person to some degree. In addition, it is assumed that self-direction in
learning can occur in a wide variety of situations, ranging from a teacher-directed
classroom to self-planned and self-conducted learning projects. Although certain learning
situations are more conducive to self-direction in learning than are others, it is the
personal characteristics of the learner-including his [or her] attitudes, his [or her] values,
and his [or her] abilities-which ultimately determine whether self-directed learning will
take place in a given learning situation. The self-directed learner more often chooses or
influences the learning objectives, activities, resources, priorities, and levels of energy
expenditure than does the other-directed learner. (Guglielmino, 1977/78, p.34)
The question asked of the Delphi panel was:
What do you judge to be the characteristics of the highly self-directing learner which are
the most closely related to his [or her] self-directed learning behavior? Personality
characteristics, attitudes, values, and abilities of the self-directing learner might be
included, as well as any other factor you feel is important. (Guglielmino, 1977/78, p.93)
Description of the Highly Self-Directed Learner Derived from the Delphi Process
This description was derived from the most highly-rated items on the Delphi survey after the
third round. Merriam, Caffarella, and Baumgartner (2007) note that the characteristics continue
to provide "the most-used operational definition". (p.121)
A highly self-directed learner, based on the survey results, is one who exhibits initiative,
independence, and persistence in learning; one who accepts responsibility for his or her
own learning and views problems as challenges, not obstacles; one who is capable of
self-discipline and has a high degree of curiosity; one who has a strong desire to learn or
change and is self-confident; one who is able to use basic study skills, organize his or her
time and set an appropriate pace for learning, and to develop a plan for completing work;
one who enjoys learning and has a tendency to be goal-oriented. (Guglielmino, 1977/78,
p.73)
The Initial Tryout
After the items were constructed, reviewed, and revised, the instrument was administered to 307

subjects in Georgia, Canada and Virginia. Item analysis data were used to select items for
revision and to estimate the parameters of the test. A reliability of .87 was estimated.The SDLRS
was subsequently expanded to 58 items. All the validity studies conducted have used the 58 item
scale. Based on a 1988 compilation of 3151 respondents to the SDLRS, the Pearson split-half
reliability estimate is .94. Reference:
McCune, S.K., Guglielmino, L. M. & Garcia, G. (1990). Adult self-direction in learning: A
preliminary meta-analytic investigation of research using the Self-Directed Learning Readiness
Scale. In Long, H.B. & Associates, Advances in self-directed learning research. Norman, OK:
Oklahoma Research Center for Continuing Professional and Higher Education.

What information is available on the validity and reliability of the SDLRS/LPA?

Based on a population of 3,151 individuals from the United States and Canada, a split-half
Pearson product moment correlation with a Spearman-Brown correction produced a reliability
coefficient of .94 (Guglielmino & Guglielmino, 1991). Most published studies on populations
over twenty years old report similar reliability figures that fall within a range of .72 - .96. In
addition to internal reliability estimates, Finestone (1984) and Wiley (1981) reported test-retest
reliability coefficients of .82 and .79 respectively.
Although there have been some criticisms of the SDLRS, (Brockett, 1987; Field, 1989; Straka &
Hinz, 1996), the vast majority of studies have supported the reliability and validity of the
instrument (see, for example, Delahaye & Smith, 1995; Durr, 1992; Finestone, 1984; Graeve,
1987; Hassan, 1982; Long & Agyekum, 1984; McCune & Guglielmino, 1991; Posner, 1989;
Russell, 1988). The SDLRS and its self-scoring form, the Learning Preference Assessment, are
the most frequently used instruments for assessing self-directed learning readiness (Merriam &
Caffarella, 1999; Merriam, Caffarella, & Baumgartner, 2007).
The most recent comprehensive review of the SDLRS/LPA by Delahaye and Choy examined
content, construct and criterion-related validity as well as its reliability (both internal consistency
and test-retest). They note that "there has been extensive support for the LPA in the literature as
an accurate and useful instrument for measuring readiness for self-directed learning." Addressing
some criticism and minor concerns, they conclude: "While bearing some cautions in mind, the
LPA can be used with acceptable confidence to provide an accurate measurement of readiness for
self-directed learning."
Citation: Delahaye, B. & Choy, S. (2000). The Learning Preference Assessment (Self-Directed
Learning Readiness Scale). In Maltby, J., Lewis, C. A., & Hill, A. (2000). Commissioned reviews
of 250 psychological tests. Edwin Mellen Press, Wales, U.K.

SAMPLE ITEMS

Learning Preference Assessment

Items 1-19 Only
Lucy M. Guglielmino, 1977
Instructions: This is a questionnaire designed to gather data on learning preferences and
attitudes towards learning. After reading each item, please indicate the degree to which you feel
that statement is true of you. There are no right or wrong answers. Please read each choice
carefully and choose the response which best expresses your feeling.
There is no time limit for the questionnaire. Try not to spend too much time on any one item;
however, your first reaction to the question will usually be the most accurate.
Responses
1 = Almost never true of me; I hardly ever feel this way.
2 = Not often true of me; I feel this way less than half the time.
3 = Sometimes true of me; I feel this way about half the time.
4 = Usually true of me; I feel this way more than half the time.
5 = Almost always true of me; there are very few times when I don't feel this way.
Items
1. I'm looking forward to learning as long as I'm living.
2. I know what I want to learn.
3. When I see something that I don't understand, I stay away from it.
4. If there is something I want to learn, I can figure out a way to learn it.
5. I love to learn.
6. It takes me a while to get started on new projects.
7. In a classroom situation, I expect the instructor to tell all class members exactly what to do
at all times.
8. I believe that thinking about who you are, where you are, and where you are going should be
a major part of every person's education.
9. I don't work very well on my own.
10. If I discover a need for information that I don't have, I know where to go to get it.
11. I can learn things on my own better than most people.
12. Even if I have a great idea, I can't seem to develop a plan for making it work.
13. In a learning experience, I prefer to take part in deciding what will be learned and how.
14. Difficult study doesn't bother me if I'm interested in something.
15. No one but me is truly responsible for what I learn.
16. I can tell whether I'm learning something well or not.
17. There are so many things I want to learn that I wish there were more hours in a day.
18. If there is something I have decided to learn, I can find time for it, no matter how busy I am.
19. Understanding what I read is a problem for me.

Frequently Asked Questions (FAQ's)

1. I see the asessment referred to as the SDLRS and the LPA. Is it the same
assessment?
Yes. The original name was the Self-Directed Learning Readiness Scale, but the term
Learning Preference Assessment is always used for test-takers, to avoid possible response
bias.
2. How will the scores for my group be organized?
The scores will be listed by name and/or ID number in the order in which the individuals
took the test.
3. What will my data analysis include?
Our normal data report gives you the individual's name or ID, SDLRS score, sample
mean, standard deviation, variance, range, standard error, kurtosis, minimum and
maximum score, skewness, number of valid observations, and missing observations. This
information will allow you to compare each individual score to the sample mean and to
the adult norms.
4. What demographic information is collected with the SDLRS/LPA data?
The following demographic information is collected: gender, age, country, highest level
of education completed and occupation.
5. How can I collect other information that I need?
ONLINE ADMINISTRATION
You can use as many as ten additional questions. Space for responding to your additional
questions (A-J) is available in the demographic data collection section at the end of the
assessment. Each question can have up to 9 different responses. These can be helpful if
you want to designate a testing date, look at data by testing sites, or compare the scores
to other data.
When you send the participants the password to enter the site, you will need to give them
the items you wish for them to respond to (such as department, length of employment,
year in school, performance rating, etc.)
For example, if you were gathering data on individuals engaged in online learning, you
might want to know their levels of computer competency or experience with online
learning. In that case, when you give them the link to the test site and the password they
are to use, you would include a statement something like this:
At the end of the assessment, be sure to respond to questions A. and B. (below) in the
"Additional Questions" section. Please print these out before you go to the website so
you will have them for reference:
A. What is your level of computer competency?

1. Beginner
2. Intermediate
3. Expert
B. What is your level of experience with on-line courses?
4. Beginner
5. Intermediate
6. Expert
Another example: If you are gathering data from students in a number of countries,
question A might be:
A. Indicate the country in which you are currently studying:
7. Australia
8. China
9. England
10. France
11. Germany
12. Jamaica
13. United States
14. West Indies
15. None of the above
GATHERING ADDITIONAL DATA USING PAPER COPIES
Contact guglielmino@rocketmail.com to discuss the use of the identification number and
special codes sections of the answer sheet.
6. Can I obtain correlations of the SDLRS/LPA with other variables?

If you want to examine the data by sex, age, race, or by any other demographic or
correlate the SDLRS/LPA score with other scores or data, we are able to provide you
with any statistical analysis you might want. Please email us for a price estimate:
guglielmino@rocketmail.com
7. How will missing responses be handled?
Missing values will be replaced with 3 (the middle value). Cases missing 5 or more
values will be listed, but omitted from the overall statistics for your group.
8. What information will I need to give my group for them to take the assessment?
A sample email to participants is provided below:
Our {company, institution} is conducting research to assist us in {tailoring our learning
options to your needs, planning our training operation, revising our curriculum, etc.}
Please respond to the Learning Preference Assessmentonline by ____________
(deadline).
The web address to access the test is: ____________
Your password is: ______________

ORDER TESTS
To order online tests please follow the link Order Online Tests.
To order paper tests please follow the link Order Paper Tests. (Shipping and scoring
charges will be added.)
The following three forms of the SDLRS/LPA are now available both online and in paper format.
SDLRS-A

FOR THE GENERAL ADULT POPULATION (58 items)

SDLRS-ABE

FOR ADULTS WITH LOW READING LEVELS

OR NON-NATIVE ENGLISH SPEAKERS (34 items)

SDLRS-E

FOR ELEMENTARY CHILDREN (58 items)

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Guglielmino & Associates
7339 Reserve Creek Drive
Port St. Lucie, FL 34986
FAX: 772-429-2425
(notify guglielmino@rocketmail.com)

Advanced statistical analysis of your SDLRS data is available if desired. Please call or email for
an estimate of the cost.
Lucy M. Guglielmino, Ed. D.
Paul J. Guglielmino, Ed. D.
7339 Reserve Creek Drive, Port St. Lucie, FL 34986
TEL (772) 429-2425 FAX (772) 429-2425
E-mail:guglielmino@rocketmail.com

HOW TO INTERPRET YOUR SDLRS-A/LPA SCORE

Your score is a measure of your current level of Self-Directed Learning Readiness.
SDLRS-A score

Readiness for self-directed learning

58-201

Below average

202-226

Average

227-290

Above average

Some people have a low level of readiness because they have consistently been exposed to otherdirected instruction. Recent research has indicated that country culture may affectscores. The
most important thing to remember about your score is that it can be improved. Most
persons with below average levels of self-directed learning readiness can increase their
skills with practice.

The average score for adults completing the SDLRS-A questionnaire is 214 and the standard
deviation is 25.59. The SDLRS/LPA measures your current level of readiness for self-directed
learning. Research has suggested that individuals who have developed high self-directed learning
skills tend to perform better in jobs requiring:
1. A high degree of problem solving ability.
2. A high degree of creativity.
3. A high degree of change.
Persons with high SDLRS scores usually prefer to determine their learning needs and plan and
implement their own learning. This does not mean that they will never choose to be in a
structured learning situation. They may well choose traditional courses or workshops as a part of
a learning plan.
Persons with average SDLRS scores are more likely to be successful in more independent
situations, but are not fully comfortable with handling the entire process of identifying their
learning needs and planning and implementing the learning.
Persons with below average SDLRS scores usually prefer very structured learning options such
as lecture and traditional classroom settings.
Again, your SDLRS score indicates your current level of readiness for self-directed learning.
Research studies have proven that levels of self-directed learning readiness can be raised through
appropriate educational interventions.

HOW TO INTERPRET YOUR SDLRS-ABE SCORE

Your score is a measure of your current level of Self-Directed Learning Readiness.
SDLRS-ABE score

Readiness for self-directed learning

34-119

Below average

120-138

Average

139-170

Above average

Some people have a low level of readiness because they have consistently been exposed to otherdirected instruction. The most important thing to remember about your score is that it can
be improved. Most persons with below average levels of self-directed learning readiness can
increase their skills with practice.

The average score for adults completing the SDLRS-ABE questionnaire is 129 and the standard
deviation is 18.0.The SDLRS measures your current level of readiness for self-directed learning.
Research has suggested that individuals who have developed high self-directed learning skills
tend to perform better in jobs requiring:
1. A high degree of problem solving ability.
2. A high degree of creativity.
3. A high degree of change.
Persons with high SDLRS scores usually prefer to determine their learning needs and plan and
implement their own learning. This does not mean that they will never choose to be in a
structured learning situation. They may well choose traditional courses or workshops as a part of
a learning plan.
Persons with average SDLRS scores are more likely to be successful in more independent
situations, but are not fully comfortable with handling the entire process of identifying their
learning needs and planning and implementing the learning.
Persons with below average SDLRS scores usually prefer very structured learning options such
as lecture and traditional classroom settings.
Again, your SDLRS score indicates your current level of readiness for self-directed learning.
Research studies have proven that levels of self-directed learning readiness can be raised through
appropriate educational interventions.

HOW TO INTERPRET YOUR SDLRS-E/LPA SCORE

Your score is a measure of your current level of Self-Directed Learning Readiness.
SDLRS-E score

Readiness for self-directed learning

58-188

Low

189-203

Below average

204-218

Average

219-232

Above average

233-290

High

Some people have a low level of readiness because they have consistently been exposed to otherdirected instruction. Recent research has indicated that country culture may affectscores. The
most important thing to remember about your score is that it can be improved. Most
persons with below average levels of self-directed learning readiness can increase their
skills with practice.

The average score for children completing the SDLRS-E questionnaire is 207 and the standard
error of the mean is 1.04. The SDLRS/LPA measures your current level of readiness for selfdirected learning. Research has suggested that individuals who have developed high self-directed
learning skills tend to perform better in tasks involving:
1. A high degree of problem solving ability.
2. A high degree of creativity.
3. A high degree of change.
Persons with high SDLRS scores usually are more successful in recognizing their learning needs
and can often plan and implement individual learning projects.
Persons with average SDLRS scores are likely to be successful in more independent learning
situations, but may not be fully comfortable with planning and implementing individual learning
projects.
Persons with below average SDLRS scores usually prefer very structured learning options such
as lecture and traditional classroom settings.
Again, your SDLRS score indicates your current level of readiness for self-directed learning.
Research studies have proven that levels of self-directed learning readiness can be raised through
appropriate educational interventions.