Üniversite Öğrencilerinin Sergilediği Siber İnsani Değerlerin Hayat Boyu Öğrenme Eğilimlerine Yansımaları Üzerine Bir İnceleme

Durak, Hatice; Sarıtepeci, Mustafa

doi:10.18009/jcer.601158

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…With the importance of the concept of LLL, the interest towards this subject in the literature has increased. When the studies on LLL is investigated, it is noticed that teachers, teacher candidates, bachelor's level students and high school students are selected as study groups (Brahmi, 2007;Coskun & Demirel, 2012;Demiralay & Karadeniz, 2008;Evin Gencel, 2013;Izci & Koc, 2012;Kara & Kurum 2007;Karakus, 2013;Koksal & Cogmen, 2013;Loads, 2007;Oral & Yazar, 2015;Sahin & Durak, 2018;Saritepeci & Orak, 2019;Tunca, Sahin & Aydin, 2015;Uzunboylu & Hursen, 2011;Vanichvatana, 2020;Yildiz-Durak & Saritepeci, 2019). When these studies are examined, it is noteworthy to mention that almost all of them have emphasised that teachers have a decisive and critical role in LLL.…”

Section: Introductionmentioning

confidence: 99%

Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout

Durak

Seferoğlu

Şen

2020

CJES

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In this study, it is aimed to determine teachers’ lifelong learning (LLL) tendencies. It is also aimed to reveal the variables that are associated to the LLL tendencies and to predict its levels. This research, which was a relational model, was utilised in spring term of 2017–2018 academic year. The participants of the study consisted of 199 teachers working at various school levels associated with the Ministry of National Education. According to the results of the study, it was found that demographic, occupational variables and the burnout in the multiple linear regression analysis were significant predictors of LLL tendency. When the variables are considered one by one, it is concluded that the predictors of teachers’ LLL tendencies are age, occupational seniority and burnout. Keywords: Teachers, lifelong learning tendency, personal variables, occupational variables, occupational burnout.

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Section: Introductionmentioning

confidence: 99%

Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout

Durak

Seferoğlu

Şen

2020

CJES

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“…Although it is used in a wide variety of contexts in education, administration, and society have an extensive validity, clarity, and is consistent in terms of definitions regarding lifelong learning, which have not been introduced before (Aspin & Chapman, 2007). In previous literature, it is likely that one will come across definitions such as the combination of learning processes, that constantly change cognitively, affectively, and socially, throughout the life of an individual, and are integrated into the life of the individual (Jarvis, 2007), or the intentional learning which individuals follow throughout their lives, in order to enhance the quality of their lives (Dunlap & Grabinger, 2003).…”

Section: Lifelong Learning and Lifelong Learning Tendencymentioning

confidence: 57%

“…This tendency involves characteristics such as taking risks, persevering, and considering learning a continual process. It also includes certain skills such as self-regulated learning capacity, which is supported by a metacognitive awareness (Dunlap & Grabinger, 2003). In addition, lifelong learners are characterized as curious, flexible, motivated, and mindful (Knapper & Cropley, 2000).…”

Section: Lifelong Learning and Lifelong Learning Tendencymentioning

confidence: 99%

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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“…When national (Adabaş, 2019;Akyol, Başaran, & Yeşilbaş, 2018) and international research (Castleberry, Ward, & Stein, 2019;Sullivan, Fulcher-Rood, Kruger, Sipley, & van-Putten, 2019) on lifelong learning are reviewed, it is seen that these studies largely focus on the investigation of lifelong learning skills in adults. There are many national studies investigating lifelong learning tendencies of university students (Arslan, Bıçakçıgil-Özsoy, & Aslan, 2019;Denat, Dikmen, Filiz, & Başaran, 2016;Yıldız-Durak & Sarıtepeci, 2019), teachers (Aydoğan, 2019;Gökyer, 2019;Tanatar & Alpaydın, 2019), pre-service teachers (Bulaç & Kurt, 2019;İlic & Haseski, 2019;Yenice & Tunç, 2019) and trainees in different institutions (Adabaş, 2019;Akyol et al, 2018). However, the number of studies conducted to determine young individuals' lifelong learning tendencies is very small in both national literature (Asiloğulları, 2020;Güzel, 2017) and international literature (Brooks, 2006).…”

Section: Research Problemmentioning

confidence: 99%

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

Kılınç

Uzun

2020

IJPES

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The current study aims to determine the extent to which high school students' lifelong learning tendencies are predicted by their search for meaning in life. The study was conducted on a total of 352 senior high school students (165 females, 187 males) attending high schools located in the Bodrum District of the city of Muğla. The data of the study was collected by using a personal information form developed by the researchers, The Lifelong Learning Tendencies Scale developed by Diker-Coşkun (2009) and the sub-dimension of the search for meaning in life in the Meaning in Life Scale High School Form adapted to Turkish by Demirbaş-Çelik and İşmen-Gazioğlu (2015). In the analysis of the collected data, Pearson correlation coefficient and simple linear regression analysis were used to determine the relationship between the variables and in relation to the differences, independent samples t-test and one-way variance analysis were employed. All the analyses were conducted in SPSS 20.0 program package. At the end of the study, it was found that the high school students' lifelong learning tendencies are positively and significantly predicted by their search for meaning in life. Moreover, the high school students' lifelong learning tendencies were found to be varying significantly depending on gender and the type of the school attended. The findings of the study are discussed in light of the literature.

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Üniversite Öğrencilerinin Sergilediği Siber İnsani Değerlerin Hayat Boyu Öğrenme Eğilimlerine Yansımaları Üzerine Bir İnceleme

Cited by 7 publications

References 13 publications

Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout

Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout

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

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

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