The factor structure of the Self-Directed Learning Readiness Scale (SDLRS) was investigated for Afrikaans and English-speaking first-year university students. Five factors were extracted and rotated to oblique simple structure for both groups. Four of the five factors were satisfactorily replicated. The fifth factor appeared to be a methodological artefact and was loaded by items that need to be reverse scored. Second-order factor analyses revealed a single higher-order construct underlying responses to the SDLRS items for both groups. This construct is presumed to reflect readiness for self-directed learning. A factor extension analysis showed that the majority of the individual items relate satisfactorily to the higher-order construct measured by the SDLRS. It is recommended that until more information on the meaning and validity of the first-order factors is obtained, interpretations of SDLRS scores should be done at the higher-order level.
South African Journal of Higher Education Vol.15(3) 2001: 119-130