College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of Pages
The purposes of this research project were to: (a) explore the processes of self-directed learning and self-regulation throughout young adulthood, and (b) determine how young adults apply the concepts and principles of self-directed learning and self-regulation in goal setting and goal achievement. The researcher reviewed six major adult learning concepts and constructs, including self-directed learning and self-directedness, self-regulation and self-regulated learning, experiential learning, dialogue learning, critical reflection, and transformational learning, in order to better understand the autonomous and self-directed learning processes that adults engage in on a daily basis. A PowerPoint presentation with a practical goal setting and goal achievement framework was designed to help young adults (i.e., ages 18-28 years old) to increase their selfdirectedness and their ability to self-regulate their life activities. An increase in self-direction and self-regulation will influence adult learners' learning direction and outcomes, as well as, foster their autonomy, empowerment and enlightenment. The PowerPoint presentation focuses on young adults in the following categories: (a) learners seeking more self-direction, (b) learners seeking upward mobility in their careers, and (c) learners seeking more autonomy and empowerment.
Date of Award
© Henry Murray
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Murray, Henry, "Goal Achievement Through Self-Directed Learning and Self-Regulation in Young Adulthood" (2010). All Regis University Theses. 54.