Lifelong learning tendency scale: the study of validity and reliability (original) (raw)

Investigation of the Lifelong Learning Tendency of College Students

Universal Journal of Educational Research

The concept of 'lifelong learning (LLL)' has emerged because of the necessity of renewing earlier and immemorial information in time. LLL is involved in a various kind of international foundations' works. European Union is perceived as more efficient in comparison with international companies in terms of lifelong learning practices. European Commission defines the lifelong learning as not only knowledge and aptitude, but also a beneficial opportunity in order to survive individual, social and economic life or in every single field of learning skills and activities. The important place of lifelong learning in the world is utilized to identify the tendency of exact learning levels. In this study, 'Lifelong Learning Tendency Scale' has been enforced as survey to students who studied in different departments for 2016-2017 Spring year. There were 148 vocational school students from 5 different departments. In this study, 4 sub-categories has been determined as motivation, perseverance, the absence of organizing learning and the absence of curious with the demographic information of participants. According to the scale results which was carried out on 5 different departments, it was received that while the highest score of lifelong learning tendency was considered as management, the lowest score was agreed as computer programming.

The Analysis of High School Students' Tendencies about Lifelong Learning

Universal Journal of Educational Research

This study was conducted to analyze whether there was a significant difference among secondary school students' tendencies about lifelong learning in terms of gender and grade variables. The participants were 466 students studying at different high schools in the central province of Siirt at 9 th , 10 th and 11 th grades, who were chosen randomly. 'Lifelong Learning Tendencies Scale' created by Coskun (2009) which has 27 items in it was used to gather related data. Frequency, mean and Mann-Whitney U test were used to evaluate the data. The results of the study showed that the participants' motivation and persistence levels were high in terms of lifelong learning tendency, however lack of interest and organization of learning subcomponents appeared to be at medium level according to student answers. Generally speaking, lifelong learning tendencies of high school students were at medium level. There was a statistically significant difference for the girls as for lifelong learning tendency but there was not such a difference among the students according to class grade variable.

The Relation Between Lifelong Learning Tendency and Achievement Motivation

Journal of education and training studies, 2018

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.

Investigation of Life Long Learning Tendencies of Undergraduate Students in Turkey

Journal of Educational Issues

Investigation the lifelong learning tendencies of undergraduate students, who are legally adults, have gained their own learning responsibilities and are expected to strive for continuous self-improvement, is extremely important in terms of adapting to modern life and reaching the most accurate and up-to-date information against the ever-changing and developing information volume. In this context, the aim of the research is to determine the lifelong learning tendency levels of undergraduate students and to examine their lifelong tendencies in terms of various variables. The research is a study in survey model. The study group of the research consists of 2713 undergraduate students studying at Burdur Mehmet Akif Ersoy University in the 2020-2021 academic year. The “Lifelong Learning Tendency Scale” developed by Diker-Coşkun (2009) was used as the data collection tool. According to the results of the research, it was found that undergraduate students had a high level of lifelong learn...

Developing an Effective Lifelong Learning Scale (ELLS): Study of Validity & Reliability

Abstract The purpose of the present study was to develop an “Effective Lifelong Learning Scale (ELLS)” in Turkish language. The 48-item initial version of the ELLS was applied to a total of 742 (528 for EFA and 214 for CFA) student teachers. For item analysis, the results of the item loadings, the item analysis based on the correlations and the item analysis based on the difference between the upper and lower group means were evaluated together. The single-factor construct and the 33 items were obtained. The percentage of the variance that the single-factor construct was able to explain was 41.68%. The fit indices obtained (2/df: 3.39; RMSEA: .057; GFI: .84; AGFI: .82; RMR: .033; SRMR: .044; NFI; .97; NNFI: .98; CFI: .98) were evaluated, and the construct was confirmed to have a good fit. The Cronbach’s alpha (α) internal consistency coefficient was computed to be .96. This scale is a supplementary tool for the evaluation of individuals’ success in lifelong learning as well as thei...

The Relationship between Students’ Approach to Learning and Lifelong Learning

The current investigation proposes to analyse the relationship between learning, from the appropriation students' make of the different ways of learning and studying, and their willingness to be involved in lifelong learning (LL) activities. The theoretical rationale is inscribed in the Biggs' Theory (1987), concerning the student's approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteristics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strategies. The practical implications of these results are discussed below.

The effect of university education on lifelong learning tendency

Cypriot Journal of Educational Sciences, 2018

In this study, the effects of university education on lifelong learning tendencies of teachers and preservice teachers by some variables were aimed to analyse. In this study, survey model was used. The population of the study consists of the teachers serving in Turkey and the preservice teachers having been studying at Faculty of Arts at a university in 2016-2017 academic year and its samples consist of the first and second grade teachers and 3rd-4th grade preservice teachers. The effect of university education on lifelong learning tendency scale developed by researchers was used in this study. The findings obtained at the end of the study indicate that teachers have better lifelong learning tendency level than those of preservice teachers; there is a significant difference on behalf of females by just sex variable among age, professional seniority, branch variables.

Measuring Lifelong Learning in the Malaysian Institute of Higher Learning Context

Procedia - Social and Behavioral Sciences, 2011

The world around us is constantly changing, evolving, and most belief that it is changing in an unprecedented speed caused by globalization. As part of this ever changing society, we must also be able to adapt and learn new skills to keep up with these changes. Therefore, modern universities can no longer be contented in imparting well established and current knowledge and skills to their students, but must be able to equip students with the generic skills and ability to guide their own learning as throughout their lives and in the wide variety of situations they will encounter after leaving formal education. This paper described effective life-long learners as having the ability to 1) set goals, 2) apply appropriate knowledge and skills, 3) engage in self-direction, 4) locate required information, and 5) adapt their learning strategies to different conditions. However, measuring life-long learning is as difficult as defining life-long learning. There are not many instrument able to measure life-long learning in the construct mentioned earlier, although there are instruments measuring parts of the constructs, for example self-directed learning and need for cognition. This paper aims to explore the validity and reliability of this questionnaire in the Malaysian context.

An Analytical Study Towards Students Awareness of Lifelong Learning All Through Their Lives

International refereed academic social sciences journal, 2016

Lifelong Learning is all learning activities which are performed all through life to recognize yourself and the world, acquire new knowledge and skill, invest in yourself, upgrade basic skills, get second opportunity, offer learning facilities in advance level, create employment, improve knowledge, skills and sufficiency. Purpose of this survey is to determine student's perceptions about Lifelong Learning by taking some demographic variables into consideration. 766 students who study in Adana Vocational School bounded to Çukurova University consist of the sample of the survey. In the survey, General Screening Model was used. In research, it was concluded that student paid attention to subjects such as making learning enjoyful, use of technology in the learning and delivering education to all groups of age but they didn't embrace subjects such as less healthy self-control by experienced people, use of technology for only learning purpose, at the level expected. In addition, in the survey, it was concluded that there was no statistical, meaningful difference of opinion between 1st grade and 2nd grade students depending on class-level variable.

The Relation between Lifelong Learning Tendency and Educational Philosophies

Universal Journal of Educational Research, 2017

This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartın University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through Educational-Instructional Philosophies Determination Scale and Lifelong Learning Tendency Scale. The collected data were analysed using regression analysis via SPSS 22. According to the data obtained, there is a weak, positive correlation (r=0.286) between prospective teachers' lifelong learning tendency and the philosophies of education they favour at 99% confidence interval. As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; essentialism, perennialism, reconstructionism and progressivism. It is observed that essentialism and perennialism are important predictors for lifelong learning tendency.