Validation of Self-Directed Learning and Technology Acceptance Scales With High School Students In Lithuania

This article presents the initial validation results of two scales: the Self-Directed Learning Scale (SDLS) and the Technology Acceptance Scale (TAS) with a sample of 121 secondary school students from Vilnius, Lithuania. It is part of a broader study on digital technology use and self-directed learning strategies among students in Lithuania and Portugal, aiming to propose measures of effective technology use to enhance autonomous learning. Three psychometric indices were assessed: item sensitivity, factorial validity, and reliability. Both scales demonstrated good to excellent sensitivity and reliability. However, construct validity revealed some differences compared to the original studies, particularly in the SDLS. These findings provide preliminary evidence for the applicability of SDLS and TAS in a Lithuanian secondary education context and highlight the importance of contextual factors in validating instruments for self-directed learning and technology acceptance.