Examining the Relationship between High School Students' Lifelong Learning Tendencies and Problem Solving Self-Appraisal

Abstract

: Lifelong learning, which is an uninterrupted learning approach, means that individuals learn to adapt to changing social, cultural, technological, or economic conditions, and thus advance their lives. Educating individuals as lifelong learners for their equal participation in society is an important educational ideal. For these reasons, it is important to investigate the variables that will facilitate individuals to adopt lifelong learning. The study aimed to reveal experimental results about how positive self-appraisal in problem solving will create a motivation on lifelong learning tendency. In this study conducted on high school students, it was first examined whether the change in perceptions of problem solving and lifelong learning differed according to gender, and then the relationship between these two variables was aimed to be revealed. This study offers important implications about the effect of problem-solving self-appraisal on lifelong learning disposition. According to the findings, individuals with high problem-solving self-evaluation are more inclined toward lifelong learning. for approach-avoidance ; .789 for personal control ; .963 and for the whole scale. High scores obtained from the scale indicate that the individual perceives himself/herself as inadequate in terms of problem-solving skills Şahin, Heppner, 1993). The other scale used in the research is the Lifelong Learning Trends Scale developed by Erdoğan and Arsal (2016). The Lifelong Learning Tendency Scale is a 5-point Likert-type scale consisting of 17 items. The scale consists of willingness to learn and openness to improvement sub-dimensions and was developed to determine students' lifelong learning tendencies. The Cronbach-alpha coefficients of the sub-dimensions are as follows, respectively: .940 for willingness to learn ; .931 for openness to improvement and .962 for the whole scale.