Lifelong learning tendency scale: the study of validity and reliability

Çoşkun, Yelkin Diker; Demirel, Melek

doi:10.1016/j.sbspro.2010.07.461

Cited by 49 publications

(53 citation statements)

References 2 publications

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“…Additionally, during the analysis of the data collected through LLTS, the respective scores of the interval scale from one to six converted as follows: "1= 0-26 (not suitable), 2 = 27-53 (partly is not suitable), 3 = 54-81 (very slightly not suitable), 4 = 82 -108 (very slightly suitable), 5 = 109-135 (partly suitable), 6 = 136 -162 (very suitable)" (see [10]). For the analysis of the data collected through TCAS, the respective scores of the interval scale from one to five converted as follows: "1 = 0 -44 scores (very low), 2 = 45 -89 scores (low), 3 = 90 -134 (moderate), 4 = 135 -179 (high), 5 = 180 -225 (very high)".…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

Özen¹,

Öztürk²

2016

ujer

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The present study aims to examine the relationship between pre-service teachers' the lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n= 455) in the spring semester of the 2015 -2016 academic year at Abant Izzet Baysal University, Bolu-Turkey formed the study group. In the study, Lifelong Learning Tendencies Scale by Coşkun [9] and Teacher Candidate Anxiety Scale by Saban, Korkmaz and Akbaşlı [27] were used as data collection instruments. The data were analyzed through using the SSPS for Windows 20 Program and for the analysis of the data, the mean and standard deviation scores were calculated, an independent samples t-test, One-Way ANOVA and LSD tests were used and the Pearson Product-Moment Correlation Coefficient scores were calculated. The findings of the study indicated a significant, positive and low level of relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels. Significant gender differences were found in favor of male pre-service teachers when lifelong learning tendencies of pre-service teachers are concerned. Also, significant gender differences were found in favor of in favor of female pre-service teachers when their perceptions about their teaching profession anxiety levels are concerned. When pre-service teachers' subject -areas are focus of attention, significant differences were observed in favor of the perceptions of science teaching pre-service teachers when their perceptions about their lifelong learning tendencies and teaching profession anxieties are observed.

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Section: Discussionmentioning

confidence: 99%

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

Özen¹,

Öztürk²

2016

ujer

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“…R 2 value (0,182) demonstrates that the 18,2% of the change in lifelong learning tendency is accounted for by four sub-dimensions of philosophies of education; essentialism, perennialism, reconstructionism and progressivism. In addition, the Durbin-Watson value (1,902) suggests that there is no autocorrelation in the model. Also, lifelong learning tendency has a constant term of 2,318 without considering other variables.…”

Section: Resultsmentioning

confidence: 99%

The Relation between Lifelong Learning Tendency and Educational Philosophies

Kaygın¹,

Yilmaz²,

Semerci³

2017

ujer

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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.

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“…No sampling method was employed as all the subjects were included in the study. The data were collected via achievement focused motivation scale (AFMS) (Semerci, 2010) and lifelong learning tendency scale (LLTS) (Coşkun and Demirel, 2010). In its development phase, achievement focused motivation scale was applied to 827 subjects at five universities in Turkey to determine their achievement motivation levels.…”

Section: Methodsmentioning

confidence: 99%

“…necessary for life but also helps communities to be more innovative and productive, through which new skills and ideas are generated by workers. Also, it enhances social inclusion, active citizenship and personal development along with competitiveness and employability (Coşkun and Demirel, 2010). The acquisitions of lifelong learners are listed by Knapler and Cropley (2000) as follows; planning and assessing their own learning, being an active learner instead of being passive, learning in both formal and informal settings, learning from their peers, teachers and mentors, integrating knowledge from different subject areas when required, and using different learning strategies for different situations.…”

Section: Introductionmentioning

confidence: 99%

The Relation Between Lifelong Learning Tendency and Achievement Motivation

Yilmaz¹,

Kaygın²

2018

JETS

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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.

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Lifelong learning tendency scale: the study of validity and reliability

Cited by 49 publications

References 2 publications

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

The Relationship between Pre-service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

The Relation between Lifelong Learning Tendency and Educational Philosophies

The Relation Between Lifelong Learning Tendency and Achievement Motivation

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