Yurdal, Mustafa OnurToraman, Çetin2025-01-272025-01-2720230002-4805https://doi.org/10.11575/ajer.v69i2.75098https://hdl.handle.net/20.500.12428/12884This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how selfdirected learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of selfdirected learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K-12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. © 2023 The Governors of the University of Alberta.eninfo:eu-repo/semantics/closedAccessArticle69223325310.11575/ajer.v69i2.750982-s2.0-85179472221Q4