The purpose of the present study was to assess the effectiveness of wisdom training in self-directed learning and its components in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was Fisher et al. 's Self-Directed Learning Readiness Scale (2001) and the wisdom training package of Daneshpayeh and colleagues (2022). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing self-directed learning, self-management, and students' desire to learn, but had no significant effect on the self-control dimension. Accordingly, wisdom training can increase students’ self-directed learning. Hence, it is suggested that professors and teachers master the skills required for wisdom training, and transfer them to the learners. Introduction Learning skills are essential for the 21st-century students to enable them to thrive in an uncertain future. These skills enable individuals to determine their learning needs and goals according to the existing knowledge and achieve self-direction. As such, self-directed learning is a critical competency for living and working in our complex and unpredictable world (Morris and Rohs, 2021). Knowles et al. (2015) consider self-directed learning a learning process in which learners take the main responsibility to direct their learning tools and goals to achieve personal learning goals. In the educational system, self-directed learning is currently a widely-accepted approach and promoted at higher and professional education levels (Mulube and Jooste, 2014, Song et al., 2015). University students are expected to be more independent and responsive to learning according to their curiosity, interests, and abilities such that their potential and talents are cultivated (Shirazi et al., 2017). Self-directed learning appears to be a desirable method for dealing with today's rapid changes because it will increase the effectiveness and quality of education, as well as improving the learning process (Loeng, 2020). One of the personality traits related to self-directed learning is wisdom (Lander, 2009). Lander (2009) showed that wise individuals may initially adopt role models, but often reach levels of expertise beyond their teachers and require self-direction in new areas of knowledge. Indeed, approaches to understanding self-directed learning often cite the same characteristics of learning associated with wisdom and wisdom development. Shirazi et al. (2021) consider wisdom of choice a characteristic of self-directed students, which motivates students to learn. Given the relationship between wisdom and self-directed learning, developing wisdom can enhance self-directed learning. Researchers believe wisdom should be infused into regular classroom activities, which means that teachers and professors in various disciplines should learn to teach wisdom using existing wisdom teaching packages (Sternberg et al., 2008). Despite a variety of local and international research on the relationship of wisdom with self-directed learning and its components, we did not find any research on the effectiveness of wisdom training on self-directed learning and its components in students. Therefore, considering the importance of self-directed learning in students, the purpose of this research is to investigate the effectiveness of wisdom training on self-directed learning and its components in students. The research hypotheses are: Wisdom training is effective on students' self-directed learning. Wisdom training is effective on the dimensions of self-management, desire to learn, and self-control of self-directed learning of students. Methods This quasi-experimental with pretest-posttest design and a control group was conducted with a statistical population of students of Allameh Tabatabai University in Tehran in the academic year 2021-2022. Based on the inclusion and exclusion criteria, convenience sampling was used to select a sample of 30 students who were divided into an experimental group (n=15) and a control group (n=15). The inclusion criterion was willingness to participate in the study, and the exclusion criterion was being absent for more than one session. This research was reviewed and ethically approved at Allameh Tabatabai University (IR. ATU. REC. 1401. 011). Fisher et al. ’s Self-Directed Learning Readiness Scale (SDLRS) (2001) was used to collect data, and the wisdom training package designed by Daneshpaye et al. (2022) was used for the educational intervention. Before commencing the research, the participants were briefed on the confidentiality of their data, the voluntary nature of the research and were asked to sign a consent form. Then, both groups did a pre-test for self-directed learning. Next, the experimental group received wisdom training for 10 sessions of 90 minutes, but the control group did not. Finally, both groups did self-directed learning post-test. The obtained data regarding the hypotheses were analyzed by multivariate covariance analysis (MANCOVA) in SPSS26 software. Findings The comparison of the mean scores of pre-test and post-test in the experimental and control groups indicates that wisdom training increased students’ mean score of self-directed learning. MANCOVA was used to check the significance of changes in mean scores. According to Table 1, the overall effect of the group is significant because the F value of all four tests is significant (p<0. 01). This means a significant difference exists between the experimental and control groups in at least one of the dependent variables. According to Table 2, the F ratio of covariance analysis are significant for self-management (F = 14. 004 and p = 0. 001), desire to learn (F = 9. 574 and p = 0. 005), and self-directed learning (F = 13. 510 and p = 0. 001), but it was not significant for self-control (F = 3. 001 and p = 0. 096). These findings reveal a significant difference in the variable of self-directed learning, self-management components, and desire to learn between the experimental group and the control group. Discussion and conclusion The purpose of this research was to investigate the effectiveness of wisdom training on self-directed learning and its components in students. The findings of the research showed that wisdom training led to an increase in self-directed learning, self-management, and the desire to learn in the experimental group compared to the control group. These findings are consistent with the results of Lander's (2009) studies and inconsistent with the results of Azadmanesh et al. (2020), and Desi and Rodelando (2017). These findings can be explained in that self-directed learning encourages students to expand their ability to assess their knowledge deficiencies, to have attitudes such as a strong desire to learn and self-discipline, to accept responsibility for their learning, and to see problems as challenges. These attitudes are likely to be based on independence and self-confidence and appear to be related to intrinsic motivation (Lander, 2006a, 2006b), which are associated with wisdom and self-directed learning (Lombardo, 2006). This research had limitations including no follow-up, the outbreak of COVID-19 which hindered accessing the target population, and failure to include the effect of variables such as age and socioeconomic status. According to our results, it is suggested that professors and teachers master the skills required for wisdom training, and transfer them to the students to improve their self-directed learning.

Introduction: Self-directed learning is a process in which learners are responsible for planning, implementing and evaluating their own learning. The aim of this study was to examine the exploratory relationship between epistemological beliefs and self-directed learning among nursing students. Methods: This descriptive, correlational study was conducted on nursing students of Isfahan University of Medical Sciences and Isfahan Azad University (Khorasgan Branch). Research population included 436 and 387 students from the two universities respectively. Using stratified randomized sampling, 159 and 141 students were selected respectively. Research instruments were self-directed and epistemological questionnaires whose validity and reliability had already been confirmed in the literature. Data were analyzed using a statistical package in Social Sciences version 22. Results: The correlation coefficients were calculated among the components of self-directed learning (selfmanagement, willingness to learn and self-control) and the components “ the truth is clear and obvious” at 0. 251, 0. 361, 0. 430, “ thinking about oneself is waste of time” at 0. 170, 0. 298, 0. 405, “ learning requires effort” at 0. 128, 0. 250, 0. 310, “ knowledge should be obtained quickly” at-0. 074,-0. 0510, 0. 018 and “ intelligence is not dynamic” at-0. 099,-0. 078, 0. 055. Results of the regression analysis showed that the components “ the truth is clear and obvious” and “ thinking about oneself is waste of time” explained 11. 6 and 18 percent and 3. 9 and 16 percent of the components of self-directed learning respectively. Also, “ learning requires effort” explained 6 and 9 percent of “ willingness to learn” and “ self-control” respectively. Conclusion: Results suggest that epistemological beliefs can be influential in students’ tendency towards self-directed learning.

aim of this study was to investigate the effectiveness of simulation-based teaching in physics on self-directed learning of secondary school students. This study was performed on12th grade students of Isfahan Experimental Sciences with7358 students by quasi-experimental method and with pre-test-post-test design with control group in the academic year2018-2019. Therefore, 54students of Mandegar Saadi High School were randomly divided into experimental and control groups by available sampling method in two classes of 2 7students The experimental group received physics simulators (atomicand nuclear physics subjects) from the University of Colorado Boulder Web site that matched the topics used and contained most of the basic concepts in the high school computer lab and control group with traditional teaching method (lecture) 1 6 sessions of 90 minutes, they received for 8 weeks. Self-centered learning was measured by self-directed learning test by Fisher et al. (2001) based on Garrison (1997) in three subscales of self-management, Self-motivation and self-monitoring Which is Cronbach's alpha coefficient of 0. 84. Research data were analyzed using SPSS 25 software at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the teaching method based on simulation has the ability of self-centered learning in students and there is self-management, Self-motivation and self-monitoring in all three subscales.

Introduction: Nowadays, readiness for self-directedness and self-efficacy is considered as a motivating factor in student learning. This study was conducted to evaluate the effectiveness of Flipped Classroom method on academic self-efficacy and self-directed learning of Payame Noor Delfan University students in English language course. Methods: The semi-experimental method, in which 30 students of Payam-e-Noor Delfan University who selected the English language during the 2018-2019 semester, were selected by available sampling method and randomly assigned to two experimental and control groups (Each group consisted of 15 people). The research instrument was academic self-efficacy (Jinks & Morgan, 1992) and self-directed learning (Fisher et al, 2001) questionnaires. Data were analyzed by SPSS software version 23 and using covariance analysis. Results: The results showed that there is a significant difference between the experimental and control groups in terms of academic self-efficacy and self-directed learning with its components (self-control, interest in learning and self-management), and the flipped classroom teaching increased academic self-efficacy and self-directed learning (self-control, interest in learning and self-management) among students in English (p<0. 001). Conclusion: The flipped classroom method can improve the level of academic selfefficacy and self-directed learning in learning among students. So, professors can thus use this teaching method to increase academic self-esteem and self-directed learning of students.

Writing involves a number of skills and being self-directed in the process would contribute to greater effectivity. The concept of autonomography, or being self-directed in terms of writing, draws from the literature on self-directed learning and specifically self-directed writing, where concepts such as selfregulation and learner autonomy are relevant in the language learning process. This study entailed the development of a self-directed writing questionnaire through a thorough overview of the pertinent literature and a consultative process with language experts in order to explore the nature of autonomography among a selected Afrikaans-speaking university student population. The statistical factor analyses confirm that autonomography involves a writer's self-directedness, voice and selfinvolvement, self-assessment and problem-solving, preference for own and expressive language, sensitivity towards other languages and language varieties, metacognitive skills, approach to selfdirected writing on computer as well as editing and problem-solving on computer. These factors provide measures but also key areas of development in writing instruction. In addition, the level of autonomography was also explored in terms of preference for creative writing as opposed to a more functional writing.

Objective Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' selfdirected learning. Materials and methods: The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago selfdirected learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, selfcontrol, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group. Results and discussion: The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' selfdirection in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes.