The Effect of University Students' Achievement Orientations on Lifelong Learning Tendencies: A Structural Equation Model Study

Abstract

In this study; İt is aimed to determine the effect level of achievement goal orientations on lifelong learning tendency. In the study, the general survey model and probability-based random sampling method, which are among the quantitative research methods, were preferred. The sample of the study consisted of a total of 1312 students, 726 female and 586 male, who continue their education in different faculties and vocational schools in the city center of Sivas Cumhuriyet University in the spring semester of the 2020-2021 academic year. The data of the study were obtained by applying the "2x2 Achievement Orientation Scale" developed by Arslan and Akın (2015), which was adapted to Turkish by Elliot and Murayama (2008), and the "Lifelong Learning Disposition Scale" developed by Diker-Coşkun (2009). Research data were analyzed using normality tests, independent groups t test, ANOVA, Tukey, SEM, and CFA statistical methods. In the findings obtained in the research; It is observed that the mean scores obtained by the students from both scales differ significantly according to the variables of gender, type of school, type of education, economic status, place of residence, the type of high school graduated from, and achievement orientation has an effect on lifelong learning.

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

“…Furthermore, the analysis shows that the highest lifelong learning tendencies are motivation, followed by persistence, lack of interest and finally the lowest is lack of learning organization. Similarly, Arslan [30] reported that the motivation level of students from different faculties and vocational schools is high. Based on the analysis, students show the highest level of agreement with having a passion for discovering new things all the time.…”

“…Figure 1 shows the research framework for this study. Lifelong learning Characteristics by Arslan [30] Lifelong learning Tendencies Scale by Coskun [24] LLL among Adult Learners in Malaysia Higher Education Moderating variables: Gender; Academic Background…”

“…As for the educational program, Matsumoto-Royo et al [29] reported that LLL tendencies are favored when programs offer learning activities that place pre-service teachers in authentic roles, where they solve real problems or create applicable products. However, Arslan [30] reported that the type of education variable did not have a significant effect on learners' lifelong learning.…”