Readiness for self-directed learning and the cultural values of individualism/collectivism among American and South Korean college students seeking teacher certification in agriculture

The purpose of this study is to examine the relationship between self-directed learning readiness and the cultural values of individualism/collectivism in two sample groups drawn from different cultures. The research design used for this study was descriptive and correlational in nature. The target population for this study consisted of two sample groups: Korean and American college students who seek teacher certification in the field of agriculture. Data were collected using a web-formatted questionnaire. Results were computed statistically, including the means, standard deviations, effect size, independent sample t-test, one-way ANOVA, bivariate correlations, and multiple regression.

Findings indicated that in a hierarchical multiple regression analysis, scores for the Self-Directed Learning Readiness Scale (SDLRS) (R2 = .03, adjusted R2 = .01, p = .30) in Step 1 was not statistically significantly related by gender, student classification, and GPA. Gender, student classification, and GPA accounted for only 3% of the variance and the three beta weights for the gender, student classification, and GPA variables were not statistically significantly related to the SDLRS. However, scores for SDLRS (R2= .34, adjusted R2 = .30, ??R2 = .31, p =.00) in Step 2 was statistically significantly related by gender, student classification, GPA, nationality, vertical individualism (VI), horizontal individualism (HI), vertical collectivism(VC), and horizontal collectivism(HC). This model accounted for 34 % of the variance in the SDLRS (R2 change = .31). It appears that nationality, VI, HI, VC, and HC accounted for a further 31% of the variance. However, in Step 1, the gender, student classification, and GPA variables did not account for a significant amount of variance in Step 2. The beta weight for nationality and VI variables were not statistically significantly related to the SDLRS (E = -0.15, t = -1.67, p = .10; E = 0.01, t = 0.10, p = .92, respectively). However, the beta for the HI variable was statistically significant and positive (E = 0.40, t = 4.31, p = .00). The beta for the VC

variable also was statistically significant and positive (E = 0.20, t = 2.12, p = .04). The beta for the HC variable also was statistically significant and positive (E = 0.21, t = 2.19, p = .03). These findings indicated that if HI, VC, and HC attitudes are high, the SDLRS

scores tend to be high. That is, differences in the students?? SDLRS can be best explained through HI, VC, and HC among the cultural values of individualism/collectivism.