Lifelong Learning Tendencies Research Articles

Prediction of Lifelong Learning Tendency Based on University Culture and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy in Female Students

Prediction of Lifelong Learning Tendency Based on University Culture and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy in Female Students

Examination of the Relationship between School Administrators’ Lifelong Learning Tendencies and Individual Innovativeness Levels

Examination of the Relationship between School Administrators’ Lifelong Learning Tendencies and Individual Innovativeness Levels

Evaluation of Lifelong Learning Tendencies of Health Personnel Providing Prehospital Emergency Health Services

Aim: The acquisition of lifelong learning habits by healthcare professionals for the enhancement of their knowledge and skills post-graduation holds paramount significance for the beneficiaries of healthcare services. The aim of this study was to evaluate the lifelong learning approaches of emergency ambulance employees. Material and Methods: Within the scope of the research, data was collected online from 390 healthcare professionals working in emergency ambulances using the lifelong learning tendencies scale in in Turkey. When evaluating the data, group characteristics were summarized by descriptive analyses and In the comparisons of numerical variables, normal distribution condition was sought and nonparametric comparison tests were used. Results: Within the scope of the research, the mean lifelong learning approach scores of the health personnel working in the emergency ambulance were found to be 113.89±16.03 (min. 61, max. 145) and the obtained score shows that their lifelong learning tendencies are at a low level. The findings indicate that there is no statistically significant difference among groups based on gender, title, age, and years of work experience in terms of the total scores on the Lifelong Learning Tendencies Scale (p>0.05 for each). However, significant differences were observed among certain groups in terms of the subscales of the scale. It was determined that participants aged 30 and above exhibited decreased levels of motivation and perseverance. Additionally, it was found that as years of work experience increased, deficiencies in learning levels and curiosity deficiencies decreased. Conclusion: Emergency ambulance workers need to be prepared and willing to improve their theoretical and practical skills as new evidence emerges in their field, where scientific knowledge is increasing. According the research findings should focus on promoting self-directed and team-based learning, improving access to up-to-date information, and providing easily accessible educational resources.

Need for Cognitive Closure and Lifelong Learning among Young Adults

This study explores the relationship between the Need for Cognitive Closure (NFC) and Lifelong Learning (LL) among young adults in India. Drawing on a sample of 102 participants aged 18 to 25, data was collected using standardized questionnaires. The findings reveal a significant negative correlation between Need for Cognitive Closure and Lifelong Learning, suggesting that a decrease in Need for Cognitive Closure is associated with an increase in Lifelong Learning tendencies. Linear regression analysis further confirms this relationship, indicating that Need for Cognitive Closure negatively influences Lifelong Learning. These results underscore the importance of fostering cognitive flexibility and open-mindedness to promote lifelong learning engagement among young adults.

Lifelong Learning and Sexual Health Literacy in Nursing Students: Cross-Sectional Study

Objective: Lifelong learning and sexual health literacy are two separate concepts that are important in improving health today. The aim of this study is to determine the relationship between sexual health literacy and lifelong learning in nursing students. Methods: 269 individuals were involved in this cross-sectional investigation. An online poll was used to gather data between August 10 and September 10, 2023. The "Life-long Learning Scale" and the "Sexual Health Literacy Scale" were employed in the research. The data analysis techniques included post-hoc testing, ANOVA, T-tests, and basic linear regression studies. Results: The mean age of the participants was 21.62±2.41. Of the students, 77.3% were female, 97.8% were single, and 36.1% were in third grade. A moderate, positive, and substantial connection was found between the variables based on a simple linear regression analysis conducted between the scales (R=0.470, R2=0.221, F=75.776, p=0.000). Life-long learning tendency explained 22% of sexual health literacy. Conclusions: Lifelong learning has a significant impact on sexual health literacy. It is recommended that the necessary programs be prepared, implemented and closely monitored to increase the tendency for lifelong learning in educational institutions.

Research on Lifelong Learning Tendencies of University Students

The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently—every day, every other day, and once a week—had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.

The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness

Frequent and various developments and changes in the nursing profession necessitate lifelong learning and self-learning for nursing profession. To cope with new developments and changes and continue professional development in nursing, it is important to develop the skills of life-long learning and self-directed learning. 
 The study was conducted with 926 nursing students. The data were collected by using an Information Form, the Life-Long Learning Tendencies Scale and the Self-Directed Learning Readiness Scale. This study was checked with the STARD checklist. The data that were obtained were analyzed by using the SPSS 20.0 (Statistical Package for the Social Sciences) software. The validity and reliability of the scales were tested by Cronbach’s alpha analysis. 
 As a result of the study, it was determined that it is needed to improve the participants’ life-long learning tendencies and self-directed learning readiness levels. A positive, weak and significant relationship was found between the participants’ life-long learning tendencies and self-directed learning readiness levels.
 Based on the results, it may be recommended consider the relationship between these two skills and improve nursing students’ life-long learning tendencies and readiness to learn by themselves by considering these together in nursing education programs.

The Relationship Between Teachers' Lifelong Learning Tendencies and Their Curriculum Fidelity Levels

The Relationship Between Teachers' Lifelong Learning Tendencies and Their Curriculum Fidelity Levels

THE RELATIONSHIP BETWEEN LIFELONG LEARNING TENDENCIES AND LIFE QUALITY OF PARENTS THAT GIVE SPECIAL CARE

The developments in the social, economic, technological, and health areas in society provide developments and changes in the care and welfare of disabled individuals. Studies in this area revealed the importance of learning in the realization of development and change and its effect on quality of life. One of the issues waiting for a solution is to integrate the disabled population with society and continue their lives without being cut off from social life, to be cared for correctly and on time, and to improve their quality of life in this context. For these reasons, it is important to investigate the disability together with the caregivers of the individual. The main purpose of this research is to examine the relationship between lifelong learning tendencies and the life quality of parents who provide special care. In addition, the relationship of these variables with sociodemographic variables such as age, gender, educational status, and disability rate and whether they show statistically significant differences are examined. This research is a quantitative study and the relational screening model is used. The sample group of the study consists of 85 voluntary disabled parents living in Fatsa district. "Personal Information Form", "Lifelong Learning Tendency Scale" and "Quality of Life Scale Turkish Version" are used to obtain the data. In the analysis of the data MS Excel and SPSS 26 package program are used. The normality of the distributions is checked using the Skewness and Kurtosis Analysis and the Shapiro-Wilk test. Pearson correlation analysis, one-way analysis of variance (ANOVA), and independent sample t-test are used for normally distributed data. Spearman-Brown correlation analysis, Mann Whitney - U test, and Kruskal Wallis H tests are used for abnormally distributed data. As a result of the analyzes, it is determined that there is a moderate and positive significant relationship between the lifelong learning tendencies of the parents who care for the disabled individuals and their life quality. After the results obtained in the research are discussed in the light of the literature, suggestions are made.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0729/a.php" alt="Hit counter" /></p>

Teachers’ Individual Innovativeness Levels and Lifelong Learning Tendencies

Teachers’ Individual Innovativeness Levels and Lifelong Learning Tendencies

The Relationship Between Individual Innovation Levels and Lifelong Learning Tendencies of Nurses From Different Generations

The Relationship Between Individual Innovation Levels and Lifelong Learning Tendencies of Nurses From Different Generations

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

The purpose of this research is to examine the relationship between academicians' lifelong learning tendencies and their thinking styles. Relational descriptive method was used in the research. All academicians working in higher education institutions in the 2022-2023 academic year were determined as the population of the research. After obtaining the necessary permissions, the scale was applied to a sample group of 1554 people, by reaching all universities by means of official letters and e-mails to the institutional e-mail addresses of the individuals. Personal Information Form, “Lifelong Learning Tendency Scale” and “Rational-Experiential Thinking Styles Scale” were used as data collection tools. The obtained data were transferred to the statistical package program. In the light of the sub-problems, it was examined whether the scale scores differed in terms of various variables (education level, academic title, field of science). The results were classified according to sociodemographic variables and presented in frequency tables. In accordance with the results obtained from the variables, Kruskal Wallis H test and Spearman-Brown Correlation Analysis were performed, and Mann Whitney U test was applied to determine the direction of the differences. Based on the findings, it was concluded that academicians have a high level of lifelong learning tendencies. While the lifelong learning tendencies of academicians differ according to the variables of educational status and field of science; did not differ according to academic title variables. It was concluded that the academicians' thinking styles levels were at a moderate level. The thinking styles of the academicians differed in terms of educational status, academic title and field of science variables. It has been concluded that the relationship between academicians' lifelong learning tendencies and thinking styles is at a significant level in terms of total and sub-dimension scores, generally below the medium level and in a positive direction.

Relationship Between Lifelong Learning Tendencies and Self-directed Learning Skills of Teacher Candidates

The aim of the research is to investigate the relationship between teacher candidates’ lifelong learning tendencies and self-directed learning skills. The research was conducted by the relational research method. The sample contains 529 teacher candidates who were selected by maximum diversity sampling method. In the research, “Personal Information Form” was used to obtain information about demographic characteristics of teacher candidates. “Lifelong Learning Tendencies (LLT)” scale developed by Diker-Coşkun (2009) was used to determine the lifelong learning tendencies of teacher candidates and “Self-Directed Learning Skills (SDLS)” scale developed by Aşkın Tekkol and Demirel (2018) was used to determine self-directed learning skills. Descriptive statistics, t-test, ANOVA and correlation analyzes were used to find answers to the research questions. As a result of the research, LLT and SDLS of teacher candidates are at high levels. Additionally, it was revealed that the LLT scores of teacher candidates differ significantly according to gender, CGPA (Cumulative Grade Points Average) of teacher candidates and their reasons for choosing departments. When the SDLS of teacher candidates examined, it is found that SDLS of teacher candidates did not differ significantly according to gender. Also, it was revealed that the SDLS scores of teacher candidates differ significantly according to CGPA of teacher candidates and their reasons for choosing departments. Furthermore, the relationships between the sub-dimensions of the variables are examined by Pearson correlation analysis and the analysis revealed generally positive and moderately to highly significant relationships between different dimentions of LLT and SDLS of prospective teachers.

Öğretmenlerin Yaşam boyu Öğrenme Eğilimleri ile Araştırma Okuryazarlığı Düzeyleri Arasındaki İlişkinin İncelenmesi

This study aims to examine the relationship between lifelong learning tendencies and research literacy levels of teachers working in Türkiye. The sample of the study, which was designed as correlational research model, consisted of 455 teachers selected by convenient sampling. The “Teachers’ Research Literacy Skills Scale”, and “Lifelong Learning Tendency Scale” were used to collect the data. In the analysis of the data, descriptive statistics such as arithmetic mean, standard deviation, minimum and maximum were used to determine the teachers’ research literacy and lifelong learning tendency levels. Pearson correlation analysis was conducted to determine the relationship between teachers’ research literacy and lifelong learning tendencies. Simple linear regression analysis was used to determine to what extent teachers’ research literacy predicted their lifelong learning tendencies. The findings showed that teachers’ research literacy levels were at high level and their lifelong learning tendency levels were at very high level. It was determined that the research literacy and lifelong learning tendency levels of the teachers did not differ significantly in terms of gender variable while they differed significantly in terms of education level variable. There was a positive, significant, and moderate level relationship between teachers’ research literacy and lifelong learning tendencies.

The Effect of Distance Education on Lifelong Learning

Today's technological developments are effective in all areas of social life. One of the fields where technological developments are involved is education. With the inclusion of information and communication technologies in education and training processes, one of the concepts discussed is distance education. Since the learning process with distance education is independent of time and space, it has given birth to the concept of lifelong learning. Lifelong learning is expressed as the realization of learning wherever the individual is without any restrictions. The most important point that lifelong learning affects is equality of opportunity in education. Because lifelong learning puts the individual in the center. Therefore, by changing the role of the school, it gives importance to out-of-school learning. Thus, it supports the personal development of the learner. However, it provides benefits to society in terms of economic growth. It also emphasizes that education should not be subject to a certain time interval. Considering the advantages it provides, this skill should be included in the education system. Based on the reasons stated, in this study, the effect of distance education students on the lifelong learning tendency was examined. Quantitative research method was preferred in the study. Quasi-experimental research, which is one of the quantitative research methods, was used. Convenience sampling method was used in the research. A total of 251 participants were reached for this study with the convenient sampling method. The "Lifelong Learning Tendency" scale, which was developed in 2015, was used as a data collection tool in the research. In the analysis of the data, the independent t-test (unpaired t-test) was used to determine the differences in the pre-test and post-test scores between the groups. In line with the findings obtained as a result of the research, it was determined that the group who received education with distance education had a higher tendency to lifelong learning than the group who did not receive education with distance education. Suggestions were made in line with the results obtained.

Relationship between lifelong learning characteristic and lifelong learning tendency among adult learners in Malaysia

Adult learners, in particular, must possess lifelong learning (LLL) skills to prepare for their future endeavours. Knowing their strengths in LLL characteristics is crucial for them as it allows better understanding of their learning strengths. There are studies that suggest adult learners do not engage enough in LLL as their learning style. This may conflict with their characteristic of being independent learners, which involves a continual process of learning in order to be able to maintain themselves. It is therefore the purpose of this study to investigate the relationship between LLL characteristics and LLL tendency among adult learners in higher education institutions in Malaysia. It also aims to investigate any moderating effect from demographic data, gender and academic background. The data were collected through an online survey and analysed using SPSS with a 95% response rate. The statistical analysis used for the analysis includes descriptive and inferential analysis of multiple linear regression analysis and moderating analysis. The result indicates that there is a medium positive relationship between LLL characteristics and LLL tendency. In terms of the moderator, gender and academic background do not affect the relationship in any way. This study may benefit stakeholders, especially management, in ensuring that adult learners can maximize their potential to adopt continuous learning practices.

The relationship between teacher candidates' lifelong learning tendencies and their digital competencies

Digital competencies and lifelong learning tendencies are among the features that every teacher candidate should have. Therefore, carrying out research on both lifelong learning trends and digital competencies can contribute to the development and updating of teacher education programs. In this context, the aim of this research is to analyses the relationship between lifelong learning tendencies and digital competencies of teacher candidates. In this research, scanning model from descriptive research models and explanatory model from relational research methods were used. The sample of this research consists of 287 teacher candidates selected by simple random sampling method from among teacher candidates studying at this state university. In this study, two scales were used to determine the relationship between the lifelong learning tendencies of teacher candidates and their digital competencies. The first of these scales is the “Lifelong Learning Tendency Scale”. The second scale used in the research is the "Digital Competency Scale". There is a significant and moderate relationship between the lifelong learning tendencies scale in general and the competencies of using basic internet tools and the competencies of acquiring and using information in digital environment. Since there is a moderately significant relationship between lifelong learning tendencies and digital competence, these two concepts should be reflected in teacher education programs in a way that supports each other, without considering each other separately.

The Relationship between Teachers' Attitudes Regarding the Use of Technology in Lessons and Lifelong Learning

This study aimed to determine the relationship between teachers’ attitudes toward lifelong learning and technology usage. Correlational research design was used in the study. The universe of the study consists of a total of 8195 teachers working in Odunpazarı and Tepebaşı districts in Eskişehir city center. The sample of this study consists of 145 teachers determined by using the "easily accessible sampling" method. The data analysis showed that there is no significant relationship between teachers' attitudes about the use of technology and lifelong learning tendencies. As a result of the data analysis, it was concluded that the attitudes toward the use of technology did not show significant differences according to gender, age, and seniority.

Examination of the Relationship Between Teachers' Epistemological Beliefs on Learning and Life Long Learning Tendencies

This study was conducted to determine whether the relationship between epistemological beliefs about learning and lifelong learning tendencies of teachers working in Akyazı district of Sakarya province in the 2020-2021 academic year shows a statistically significant difference in terms of gender, seniority and type of school. The "Lifelong Learning Tendency Scale" was used to determine teachers' lifelong learning tendencies, and the "Epistemological Belief Scale for Learning" was used to determine their epistemological beliefs about learning. Quantity amount of method was used in the study, and easy accessibility sample type was chosen for the sample group. Since the data did not show a normal distribution, Mann Whitney U was used for bivariate questions from non-parametric tests, Kruskall-Wallis for questions with more than two variables, and Spearman Correlation Test to determine the relationship between scales. According to the results, it was determined that teachers' perceptions of their epistemological beliefs towards learning were moderate, and the aver rage of their perceptions of lifelong learning tendencies was high. According to Spearman Correlation Analysis, it was seen that there was no statistical relationship between teachers' epistemological beliefs about learning and their lifelong learning tendencies.

Linking beliefs in reading with lifelong learning tendencies among undergraduates: The mediating role of enthusiasm for reading

AbstractToday, learning no longer takes place on a definite place or time; rather, it has an ongoing and interactive nature, lasting throughout one's life. Relatedly, reading is usually considered to enhance learning, communication and the exchange of ideas. Given the importance of becoming a lifelong learner, this study focuses on the influence of reading habits on lifelong learning tendencies of university students as mediated by their enthusiasm for reading. A predictive correlational research model was employed to test the proposed hypotheses. A total of 376 undergraduates with diverse backgrounds were surveyed in a central city of Turkey. The mediated‐path analysis demonstrated that belief in the impact of reading is a prominent predictor of university students' lifelong learning tendencies. Further, enthusiasm for reading was explored to mediate the link between beliefs in the impact of reading and lifelong learning tendencies. This study contributes to the debate and research on lifelong learning by using a national case which is relatively understudied and underrepresented international higher education research. It also adds to the theme by revealing direct and indirect paths between university students' beliefs in reading and lifelong learning tendencies as mediated by their enthusiasm for reading.