ARTICLE
TITLE

Examining the relationship between university students’ lifelong learning tendencies and their self-efficacy perceptionsÜniversite ögrencilerinin yasam boyu ögrenme egilimleri ile özyeterlik algilari arasindaki iliskinin belirlenmesi

SUMMARY

The purpose of this study was to determine the relationship between lifelong learning tendencies and self-efficacy perceptions of university students using their demographic characteristics (gender, grade, faculty, income and leisure time activities). The study was designed as a relational survey model. The study group was consisted of 470 students (1st and 4th grade) studying at different faculties of Bartin University during 2014-2015 academic year. “Scale for Determining Lifelong Learning Tendencies” (Coskun, 2009) and “General Self-Efficacy Scale” (Jerusalem and Schwarzer, 1979) scales were used as data collection tools. According to results, students’ lifelong learning tendencies were high. When lifelong learning tendencies were examined in terms of the demographic variables of the study, significant differences were found in gender, father’s occupation and reading books and watching TV activities which are among leisure time activities. This significant difference was in favour of girls; those whose father was accountant, and those who read books and do not watch television. The results of the study also revealed that university students’ self-efficacy perceptions were high. When self-efficacy perceptions was examined in terms of the demographic variables of the study, significance was found in gender, faculty, going to cinema and not reading book, which are among leisure time activities. This significant difference was in favour of boys; those who studied in the School of Physical Education and Sport; and those who go to cinema and do not read book. A significant positive relationship was found between university students’ lifelong learning tendencies and their self-efficacy perceptions. ÖzetBu çalismanin temel amaci, üniversite ögrencilerinin demografik özellikleri (cinsiyet, sinif, fakülte/yüksekokul, gelir düzeyi ve serbest zaman etkinlikleri)  dogrultusunda yasam boyu ögrenme egilimleri ile özyeterlik algilari arasindaki iliskiyi belirlemektir. Arastirma iliskisel bir tarama modelidir. Arastirmanin çalisma grubunu 2014-2015 akademik yilinda Bartin Üniversitesi'nin farkli fakültelerinde/ yüksekokulunda lisans programlarina devam eden 1. ve 4. sinif ögrencilerinden toplam 470 katilimci olusturmaktadir. Arastirmada veri toplama araci olarak Yasam Boyu Ögrenme Egilimlerini Belirme Ölçegi (Coskun, 2009) ile Genellenmis Öz-yetkinlik Beklentisi Ölçegi (Jerusalem ve Schwarzer, 1979) kullanilmistir. Arastirma sonuçlarina göre üniversite ögrencilerinin yasam boyu ögrenme egilimleri yüksek düzeydedir. Yasam boyu ögrenme egilimi arastirmanin demografik degiskenleri açisindan incelendiginde cinsiyet, baba meslegi ve serbest zaman etkinlikleri içerisinde yer alan kitap okuma ve televizyon izleme etkinliklerinde anlamli bir farklilik bulunmustur. Bu anlamli farkliligin kizlarin, babasi muhasebeci olanlarin, kitap okuyan ve televizyon izlemeyen üniversite ögrencileri lehine oldugu görülmüstür.Arastirma sonuçlarina göre üniversite ögrencilerinin özyeterlik algilarinin da yüksek düzeyde oldugu tespit edilmistir. Özyeterlik algilari arastirmanin demografik degiskenleri açisindan incelendiginde cinsiyet, fakülte/yüksekokul ve serbest zaman etkinlikleri içerisinde yer alan kitap okumama ve sinemaya gitme etkinliklerinde anlamli bir farklilik bulunmustur.  Anlamli farkliligin erkeklerin,  Beden Egitimi ve Spor Yüksekokulu ögrencilerinin, kitap okumayan ve sinemaya giden üniversite ögrencilerinin lehine oldugu görülmüstür.  Üniversite ögrencilerinin yasam boyu ögrenme egilimleri ile özyeterlik algilari arasinda pozitif yönde anlamli bir iliskinin oldugu tespit edilmistir.  

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