Learner Autonomy in the
Adolescent
Adolescent
A New Direction in Educational Assessment
There have been numerous studies relating the conative
factors associated with autonomous learning. The salient
characteristics associated with autonomous learning
(resourcefulness, initiative, and persistence) are crucial
for high school-level students. Currently, the school
structure in place in the US is composed of a ladder
system of advancement as directed solely by academic
achievement. As students proceed up the ladder, they
are exposed to ever greater needs for learner autonomy.
This increase in learner autonomy does not have a linear
incremental increase throughout the 13 grades (from K-
12), but shows a dramatic increase in the transition from
middle (or junior high) school to high school. Studies
suggest that students taught methods for autonomous
learning have a greater probability of succeeding in a high
school setting. Further, students screened for their level
of autonomous learning perform better than those
advanced simply on scholarly achievement.
An instrument for assessing learner autonomy may play a
significant role in determining a student’s readiness for
high school. Such an instrument now exists that is
appropriate for the adolescent learner. This instrument is
suitable for assessing suitability for greater learner
autonomy; a quality that should be present in high school
students.
D. S. Dillner, Ph.D.
There have been numerous studies relating the conative
factors associated with autonomous learning. The salient
characteristics associated with autonomous learning
(resourcefulness, initiative, and persistence) are crucial
for high school-level students. Currently, the school
structure in place in the US is composed of a ladder
system of advancement as directed solely by academic
achievement. As students proceed up the ladder, they
are exposed to ever greater needs for learner autonomy.
This increase in learner autonomy does not have a linear
incremental increase throughout the 13 grades (from K-
12), but shows a dramatic increase in the transition from
middle (or junior high) school to high school. Studies
suggest that students taught methods for autonomous
learning have a greater probability of succeeding in a high
school setting. Further, students screened for their level
of autonomous learning perform better than those
advanced simply on scholarly achievement.
An instrument for assessing learner autonomy may play a
significant role in determining a student’s readiness for
high school. Such an instrument now exists that is
appropriate for the adolescent learner. This instrument is
suitable for assessing suitability for greater learner
autonomy; a quality that should be present in high school
students.
D. S. Dillner, Ph.D.
What We Do
- We offer an online survey that assesses an
adolescent's level of learner autonomy. Once
quantified, a suitable report of which can aid a
person in determining the readiness for a high
school-type learning setting. - In home or online tutoring.
Learner Autonomy in the Adolescent
MD
United States
ph: 443-302-9874
services@learnerautonomy.com
MD
United States
ph: 443-302-9874
services@learnerautonomy.com
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Copyright (c) 2009-2010 Learner Autonomy in the
Adolescent. All rights reserved.
Adolescent. All rights reserved.
- Reeve, J., Bolt, E., & Cai, Y. (1999).
Autonomy-supportive teachers: How they
teach and motivate students. Journal of
Educational Psychology, 91(3), 537-548.
Murdock, T. B., Anderman, L. H., & Hodge,
S. A. (2000). Middle-grade predictors of
students’ motivation and behavior in high
school. Journal of Adolescent Research, 15(3),
327-351.
