Universitatea din Bucuresti, Facultatea de Administratie si Afaceri

Creative Commons License
Content on this site is licensed under Creative Commons Attribution-ShareAlike 4.0

Double Blind Review Evaluation




ISSN-L 1453-0503
ISSN (e) 2286-170X
ISSN (p) 1453-0503



Elisabeta Queen
No. 4 - 12, District 1,
Bucharest, Romania

see area map


Tel: +4 021 310 49 20
Fax: +4 021 310 49 20



Site Vechi/ Old Site


Improving education with self-directed learning


download file

Creative Commons License

  1. Authors:
      • Ph. D. Associate Professor Cornelia Nistor, email: cornelia.nistor@faa.unibuc.ro, Afiliation: Faculty of Administration and Business, University of Bucharest, Romania
      • Ph. D. Lecturer Radu Herman, email: radu.herman@faa.unibuc.ro, Afiliation: Faculty of Administration and Business, University of Bucharest, Romania

      • 145|150

  2. Keywords: self-directed learning, personality traits, communication skills, economic education, motivation.

  3. Abstract:
    The aim of this article is to understand the concept of self-directed learning and to explore
    how to use self-directed learning in an educational environment, in order to find the appropriate qualitative
    and/or quantitative methodology to study the self-directed learning concept. In the specialized literature
    the concept of self-directed learning is linked with personality traits, learning environment or learning
    process. In the literature we find that there is a correlation between self-directed learning and some personal
    traits from the “Big Five” model of personality, including extraversion, agreeableness, openness and
    conscientiousness. Self-directed learning is also influenced by the learning environment, which consists of
    teaching environment, learning environment, technology and administrative support. In a “traditional”
    learning environment, the teacher defines the learning goals, delivers the knowledge and evaluates the student’s
    ability to memorize the specific delivered knowledge. The student’s learning needs are rather seen
    homogeneous than heterogeneous. In a self-directed learning environment, the student takes the initiative,
    defines his own strategies of learning specific goals and evaluates his evolution in pursuing a certain learn-ing goal. Seen as a process, the self-directed learning can be structured in certain steps like: defining the
    steps of learning from easy to difficult; establishing an own calendar of learning; evaluating his own learning
    progress etc.

download file

Creative Commons License


  1. Manager, indexed by Directory of Research Journals Indexing

    Manager is included in Directory of Research Journals Indexing . For details

  2. Manager, indexed by Google Scholar Database

     Manager  is included in  Google Scholar  Database. For

  3. Manager, indexed by PROQUEST Database

     Manager  is included in  PROQUEST Database. For details

  4. Manager, indexed by INDEX COPERNICUS Database

    Manager  is included in INDEX COPERNICUS Database. For details

  5. Manager, indexed by DOAJ Database

    Manager is included in DOAJ Database. For details : http://www.doaj.org/doaj?func=openurl&genre=journal&issn=14530503

  6. Manager, indexed by RePEc Database

     Manager  is included in  RePEc Database. For details :

  7. Manager, indexed by CEEOL Database

    Manager is included in the International Database CEEOL-Central and Eastern European 

  8. Manager, indexed by EBSCO-CEEAS Database

     Manager  is included in  EBSCO-CEEAS Database. For details :