Self-Evaluation: A Theoretical Discussion of a Critical Self-Directed Learning Subfunction

Abstract

Self-directed learning has been defined by the International Society for Self-Directed Learning as “an intentional learning process that is created and evaluated by the learner” (www.sdlglobal.com/about-us, para. 2). The purpose of this article is to discuss self-evaluation—a subfunction of self-directed learning—via a Bandurian sociocognitive framework that recognizes the interaction between the learner’s characteristics, the environment, and the learner’s behaviors.