The Predictor Role of the Search for Meaning in Life in the Determination of High School Students’ Lifelong Learning Tendencies

Kılınç, Mustafa; Uzun, Kıvanç

doi:10.17220/ijpes.2020.03.009

Cited by 6 publications

(1 citation statement)

References 22 publications

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“…Considering studies examining the relationship between variables, Asiloğulları (2020) found moderate positive relationships between lifelong learning tendencies, the meaning of life, and goals. Kılınç and Uzun (2020) determined that there was a moderate positive relationship between lifelong learning tendency and the meaning of life. However, Argon et al (2016) concluded that there was a weak positive relationship between lifelong learning tendency and career adaptability.…”

Section: Discussion Regarding the Second Research Questionmentioning

confidence: 99%

Ortaöğretim Öğrencilerinin Anahtar Yetkinlikler Becerilerinin İncelenmesi

Karatepe

Akay

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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21st Century Skills are studied by many institutions and organizations around the world. In this context, Turkey has established the Turkish Qualifications Framework and determined 8 Key Competencies for high schools. In this study, the status of high school students having 8 Key Competencies was investigated. The research was carried out with the relational screening method. The data of the study were collected from 1089 secondary school students studying in a province in the south of Turkey. T-test, ANOVA, correlation analysis and SEM analysis were applied to the findings obtained from the research. According to the results of the research, there are significant differences between the variables. In addition, relations between the variables were determined and SEM was established.

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Section: Discussion Regarding the Second Research Questionmentioning

confidence: 99%

Ortaöğretim Öğrencilerinin Anahtar Yetkinlikler Becerilerinin İncelenmesi

Karatepe

Akay

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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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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How rumination influences meaning in life among Chinese high school students: the mediating effects of perceived chronic social adversity and coping style

Yu,

Zhao

2023

Front. Public Health

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Meaning in life can be affected by many factors during adolescence. This study explored the relationship between rumination and meaning in life among high school students, as well as the mediating effect of perceived chronic social adversity and coping style. A sample of 1,275 Chinese high school students were surveyed using four questionnaires. Data analysis was conducted using Harman's single-factor test, Pearson's correlation coefficient with confidence intervals (CI), and a structural equation model. We found that rumination significantly negatively affected meaning in life among high school students (β = −0.28, 95% CI = −0.33–0.23). Perceived chronic social adversity (β = −0.14, 95% CI = −0.29–0.02) and negative coping style (β = −0.09, 95% CI = −0.16–0.04) each had mediating effects between rumination and meaning in life. Further, perceived chronic social adversity and coping style had chain-mediating effects between rumination and meaning in life, with both positive (β = −0.11, 95% CI = −0.17–0.07) and negative (β = −0.08, 95% CI = −0.13–0.04) coping styles showing significant effects. To enhance the meaning in life among high school students, appropriate strategies to reduce the levels of rumination and perceived chronic social adversity are needed, while also fostering appropriate coping styles.

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The Predictor Role of the Search for Meaning in Life in the Determination of High School Students’ Lifelong Learning Tendencies

Cited by 6 publications

References 22 publications

Ortaöğretim Öğrencilerinin Anahtar Yetkinlikler Becerilerinin İncelenmesi

Ortaöğretim Öğrencilerinin Anahtar Yetkinlikler Becerilerinin İncelenmesi

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

How rumination influences meaning in life among Chinese high school students: the mediating effects of perceived chronic social adversity and coping style

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