The relationship between learning styles and personality traits with students' readiness of Tabriz University to Self-Directed Learning

The purpose of this research is to investigate the relationship between learning styles and personality traits with students' readiness of Tabriz University to self-directed learning. The statistical population included all students of Tabriz University from whom 346 students in different fields of study were selected through multistage cluster sampling. The research method is descriptive correlational. Data gathering tools were Kolb' Learning Style Inventory (LSD), NEO Personality Inventory (NEO- FFI) and Self-Directed Learning Readiness Scale (SDLR). The obtained data were analyzed by using SPSS statistical software. Pearson correlation coefficient test revealed that there is no significant relationship between cognitive learning styles and readiness to self-directed learning. The results of variance analysis showed that there is no significant difference between self-directed learning style and divergent, convergent, assimilating and accommodating styles. Moreover, multiple regression analysis indicated that the extroversion factors, agreeableness and conscientiousness emerged as positive predictors of Self-directed learning readiness and neuroticism negatively predicted readiness to self-directed learning.