Abstract
The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through achievement focused motivation scale and lifelong learning tendency scale. The collected data were analysed using regression analysis on SPSS 22. As the findings suggest, there is a low, positive correlation (r=0.095) between prospective teachers’ achievement motivation and lifelong learning tendency at 95% confidence interval. As for the correlation between lifelong learning tendency and the sub-dimensions of achievement motivation, lifelong learning tendency has a significant correlation with the expansion of objective (r=0,139), self-consciousness (r=0,128) and internal effect (r=0,089). However, it doesn’t correlate significantly with external effect (r=-0,024). As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; external effect, expansion of objective, self-consciousness and internal effect.
Highlights
The need to learn is inherent in all human beings as it is clearly observed in infancy and childhood period
Relational screening model was used in the study and the sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016
As a result of the regression analysis, the correlations between lifelong learning tendency and achievement focused motivation scores of the university students involved in the study are given in Table 1 below
Summary
The need to learn is inherent in all human beings as it is clearly observed in infancy and childhood period In these periods, they usually ask questions resulting from their never-ending curiosity. They usually ask questions resulting from their never-ending curiosity They want to discover new things by using their physical and verbal abilities, moving from here and there and asking persistent questions to adults around them. As they grow older, especially soon after they start school, both parents and teachers usually complain that this need to learn seems to be waning. Basically achievement motivation, are two concepts that play a significant role in encouraging people to learn throughout their life
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