ABSTRACT
The era of globalization is characterized by the rapid growth of information discovery potentially impacting on the learning process of students. Students need self-directed learning, which is the internal drive and motivation to drive themselves autonomously to solve various problems. Self-directed learning can improve opportunities for learners in distance and open education to review their learning success. It is essentially influenced by conscientiousness and extraversion, which are personality traits. Although there have been many studies on self-directed learning, its relationship with personality traits, especially proactive personality remains largely under investigated. This study aims to investigate the relationship between proactive personality and self-directed learning among college students. This quantitative research involved 520 undergraduate students as the participants. The results of this cross-sectional study showed correlation, with r = 0.546 significant at p < 0.01. This study used self-report, with Proactive Personality Scale (PPS) to measure proactive personality and Student Self-Directed Learning Questionnaire (SSDLQ) to measure self-directed learning. The implication of this study is college students realize the importance of knowing the role of proactive personality and student-directed learning in their learning success.
