Investigation of the relationship between lifelong learning and epistemological beliefs of associate degree students’

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dc.authorscopusid33267746000
dc.authorscopusid57370747800
dc.contributor.authorOcak, Gürbüz
dc.contributor.authorKarakuyu, Akın
dc.date.accessioned2024-09-19T15:43:39Z
dc.date.available2024-09-19T15:43:39Z
dc.date.issued2022
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe aim of this study is to investigate the relationship between lifelong learning and epistemological beliefs of associate degree students. In the study, correlational method, which is one of the qualitative research methods, was employed. The population of the study consisted of students studying at a vocational high school of a state university in Turkey and the sample of the study consisted of 360 students selected from the population through convenience sampling. In the study, the “Lifelong Learning Scale” adapted by Engin, Kör and Erbay (2017) and the “Epistemological Beliefs Scale” adapted by Aydın, Selçuk, Çakmak and İlğan (2017) were used to collect data. Descriptive statistics, pearson correlation analysis, regression analysis, hierarchical regression and two-way analysis of variance were used for data analysis. As a result of the study, a positive, significant and nearly medium level relationship was found between lifelong learning and epistemological beliefs of associate degree students. In addition, it was found that epistemological beliefs predict students’ lifelong learning by 8.7%. While there was a positive and moderate level relationship between the effort dimension, which is the sub dimension of epistemological beliefs, and lifelong learning, a positive and weak level relationship was obtained between lifelong learning and a single truth sub dimensions of the epistemological beliefs scale. On the other hand, there was almost no relationship between the ability sub dimension and students’ lifelong learning level. In addition, when the epistemological beliefs of the students and independent variables (gender, class, type of education, age, department and department type) were considered as common variables, no statistically significant difference was found in terms of lifelong learning level of the students. © 2022, Ozgen Korkmaz. All rights reserved.en_US
dc.identifier.doi10.17275/per.22.33.9.2
dc.identifier.endpage149en_US
dc.identifier.issn2148-6123
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85121030405en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage136en_US
dc.identifier.urihttps://doi.org/10.17275/per.22.33.9.2
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14485
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherOzgen Korkmazen_US
dc.relation.ispartofParticipatory Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAssociate degree studentsen_US
dc.subjectEpistemological beliefsen_US
dc.subjectLifelong learningen_US
dc.titleInvestigation of the relationship between lifelong learning and epistemological beliefs of associate degree students’en_US
dc.typeArticleen_US

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