Lifelong Learning Orientations of Freshman Engineering Students and Faculty Members

Deveci, Tanju

doi:10.2399/yod.14.001

Cited by 5 publications

(9 citation statements)

References 16 publications

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“…This is quite likely to limit successful, sustained lifelong learning involvement. These findings, too, match the results of a previous study conducted with Communication students at the PI (Deveci, 2014). This, again, suggests a relatively persistent student profile in the immediate context of the PI.…”

Section: Discussionsupporting

confidence: 89%

“…Also, there was a marked difference between the students' mean scores of Curiosity, to the advantage of the female students. Once more, these results reflect the findings of a previous study with a similar student profile at PI (Deveci, 2014); as well, they resemble the findings of studies with university students in other contexts (Çetin & Çetin, 2017;De Oliveira Pires, 2009;Narayanan, Rajasekaran & Iyyappan, 2007). These findings indicate that female students were more curious about acquiring knowledge and skills that may be directly or indirectly related to their studies than male students were.…”

Section: Discussionsupporting

confidence: 87%

“…Learning and Teaching in Higher Education: Gulf Perspectives,15(1). https://doi.org/10.18538/lthe.v15.n1.305 13 dominated field of work (Deveci, 2014). It may be this feeling that drives female students to try harder academically so that they can be on par with male engineers upon graduation from university.…”

Section: Discussionmentioning

confidence: 99%

“…Both countries are Middle Eastern countries with relatively comparable religious and cultural traditions as well as similar approaches to learning and education. Therefore, members of these countries may be expected to exhibit similar attitudes towards lifelong learning, despite the existence of certain differences (Deveci, 2014).…”

Section: Lifelong Learning and Self-conceptmentioning

confidence: 99%

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The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Deveci

2018

Learning and Teaching in Higher Education: Gulf Perspectives

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Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students' self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students' academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students' scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students' perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students' academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Lifelong Learning and Self-conceptmentioning

confidence: 99%

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The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Deveci

2018

Learning and Teaching in Higher Education: Gulf Perspectives

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“…The third ABET criterion entails that engineering students have "recognition of the need for and an ability to engage in lifelong learning" (2014, p. 3). Considering the pace at which technology advances and its effects on engineering students' employability after graduation (Deveci, 2014), the significance of this criterion becomes self-evident. It is important for practicing engineers to "learn to treat their professional skills as a dynamic project that needs continuous upkeep and upgrading" (DiDomenico, 2010).…”

Section: My Research Context: Lifelong Learning and Interpersonal Commentioning

confidence: 99%

Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

Deveci¹

2019

Journal of Education and Future

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The idea that learning continues throughout life, and cannot be confined to a particular age or place is a fact. This has led to the argument that individuals need to be active agents of their own learning. This has caused learning to be viewed as an individual attainment, with little attention to the role of interpersonal communication in advancing lifelong learning skills. With an attempt to bridge this gap, this paper focused on 205 college students' and five professors' thoughts on the interplay between our communication with others and lifelong learning. Considering their views as well as literature on interpersonal communication and lifelong learning, a thirty-item scale with four sub-domains was developed: learning reciprocity, perseverance, engagement with instructors, and motivation. This scale was then used with a total of ninety-two of first year students on two communication courses in the UAE. Results revealed that the students' scores were above average, indicating their relatively developed predispositions for interpersonal communication supporting lifelong learning. The project-based nature of the courses the students were registered in was thought to influence students' scores. Results are discussed, and recommendations are made for both classroom instruction and future research.

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The Impact of Gender Differences on Lifelong Learning Tendencies in Turkey: A Meta-Analysis

Öz

2022

SAGE Open

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Examining gender differences in learning is of critical importance in terms of revealing any potential inequalities. Although gender differences in lifelong learning tendencies are often examined in individual studies in the literature, the relevant findings are found to be inconsistent. In this study, a meta-analysis was carried out to consolidate exact inferences by evaluating the subject from a broad perspective, as well as from recent quantitative studies on lifelong learning tendencies that were published between 2012 and 2021, in the context of Turkey. They were particularly investigated in terms of gender differences. A total of 51 studies were included in the meta-analysis, and it was found that gender differences in lifelong learning tendencies were significant, positively correlated, and in favor of females ( g = +0.27, 95% CI [0.18, 0.36]). When the potential moderators that could contribute to the heterogeneity of the findings were considered, gender differences were much more prevalent among teachers for the sample group, and across referenced literature works. In addition, as a result of the meta-regression analysis performed according to the random effects model, it was seen that the year of publication have a significant effect in terms of gender differences.

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Lifelong Learning Orientations of Freshman Engineering Students and Faculty Members

Cited by 5 publications

References 16 publications

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

The Impact of Gender Differences on Lifelong Learning Tendencies in Turkey: A Meta-Analysis

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