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In this study, the relationship between motivations for success, personal- professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perceptio...
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... Huseyin Uzunboylu and Okan Sarigoz (2015) examined the perception, knowledge and attitude of students towards lifelong learning approaches, followed by a complementary study involving teachers as participants (Sarigoz 2016). Alternatively, Halil Ekşi et al. (2020) demonstrated that motivation for success and personal-professional competencies were associated with lifelong learning tendencies. Ferdi Tenekeci and Huseyin Uzunboylu (2020) proposed that teachers employed by private schools possessed a perpetual learning mindset and strong abilities in lifelong learning. ...
The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.
... Based on the results of previous research, it is known that the spirit of learning is influenced by motivation [17]- [19]. Motivation is the tendency and intention to guide one's behavior to achieve goals [20], [21] with a pervasive tendency to perform tasks successfully [22], [23]. Contextually, motivation can arise from within students which is known as intrinsic motivation [24], [25]. ...
The online learning process cannot fully explore the potential of students, mainly due to monotonous learning methods. This makes students less enthusiastic in participating in online learning. Students’ learning motivation and achievement become less optimal. This study initiated an alternative online learning method that can be used during the COVID-19 pandemic. This was a research and development (R&D) using ADDIE model with the steps including analysis, design, development, then continued with implementation and ended with evaluation. The learning method developed was the chain whispering method which was carried out online. The developed method was a valid and effective learning method in increasing understanding and motivation.
... In order to cultivate talents, it is closely linked with talent training. It has been widely valued by countries all over the world and has profoundly affected the innovation and development of higher education [1]. ...
With the promotion and development of the “Internet+,” the computer major has become a hot major in innovation and entrepreneurship education. It is more and more necessary to carry out the refined differences between majors. This is a training issue, but not an employment issue. It has become a major measure for the development of international education. The international vocational training system of “three combinations and five drives” has been established and implemented. In February 2020, the State Department of Higher Education issued the key work points of the Department of Higher Education of the Ministry of Education in 2020. The document makes it clear that it must be implemented in the whole process of talent training. BP neural net model will be a brand-new research and development idea. By constructing a scientific and reasonable training assessment index system, the efficiency of computer professional technology training can be improved. Taking the development of computer specialty as the main research objective, this paper firstly establishes the evaluation index system of computer specialty for the first time, then makes a scientific evaluation of computer specialty by using BP neural net model and then carries out an empirical study of innovative employment mode through the evaluation index system and makes an empirical quantitative analysis. It is expected to be an effective basis for the social policy research of developing computer specialties.
... Motivation plays a role in the facilitation of learning and is connected to the integrity and quality of learning. Thus, students with high motivation for success are usually successful students (Ekşi et al., 2020). The research suggests that there is a positive significant correlation between motivation for success and personal professional competence as well as a positive significant relationship between lifelong learning and personal-professional competency (Ekşi et al., 2020). ...
... Thus, students with high motivation for success are usually successful students (Ekşi et al., 2020). The research suggests that there is a positive significant correlation between motivation for success and personal professional competence as well as a positive significant relationship between lifelong learning and personal-professional competency (Ekşi et al., 2020). Students become intrinsically motivated if their psychological needs of autonomy, competence, and relatedness (based on the premise of self-determination theory) are satisfied in the academic context (Hensley et al., 2020). ...
The COVID-19 pandemic has affected all aspects of the educational system, including students’ learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to develop and maintain students’ self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher’s role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students (females in particular) seemed to be more self-disciplined and goal-oriented in their learning.
... Many studies have been conducted on lifelong learning in the last decade (Eksi, Ozgenel, & Metlilo, 2020;Kan & Murat, 2020;Kurt, Cevher & Arslan, 2019;Seifi, Habibi, & Ayati, 2020;Mitkovska & Hristovska, 2011;Woonsun, 2013). These studies on lifelong learning have mainly focused on participants' lifelong learning levels and their relationship with various variables. ...
This study aimed to examine whether lifelong learning has a mediating role in the relationship between teacher candidates' teaching-learning conceptions and self-efficacy in organizing out-of-school trips. Structural Equation Modeling was used to determine this relationship. The study sample consisted of 341 teacher candidates. The study data were collected using the Teaching and Learning Conceptions Questionnaire, the Self-Efficacy Belief Scale for Planning and Organizing Educational Out-of-school Trips, and the Lifelong Learning Scale. Participants' ages ranged from 18 to 30 (M = 23.26; SD = 2.62). According to the findings of the study, positive and significant relationships were found between teacher candidates' teaching-learning conceptions and lifelong learning and their self-efficacy in organizing out-of-school trips. The structural equation model of the study was confirmed. In conclusion, teacher candidates' lifelong learning tendencies were found to strengthen the relationship between teaching-learning conceptions and self-efficacy in organizing out-of-school trips.
... This result is consistent with other research results in the literature. It was determined that as the innovation management perceptions of teachers increased, their lifelong learning tendencies (Ergin & Karataş, 2018;Karaman & Aydoğmuş, 2018;Tuijnman & Boström) and motivation for success also increased (Ekşi, Özgenel & Metlilo, 2020). When this result is compared with the literature, a study conducted by Ayaz and Ünal (2016), it was concluded that as teachers' perception of innovation management rises, their lifelong learning tendency levels also increase. ...
The purpose of this study is to analyze the relationships among innovation management
competencies of school administrators, teachers' lifelong learning tendencies, and
individual innovativeness levels of teachers and to determine the predictive value of
innovation management competencies of school administrators and teachers' lifelong
learning tendencies have on their individual innovativeness levels. The sample of the study consist of 302 teachers from 38 public schools in Güngören province of Istanbul city. A relational survey model has been used and the data have been obtained utilizing three scales: “Innovation Management Scale in Schools”, “Individual Innovativeness Scale”, and “Lifelong Learning Tendency Scale”. The data have been analyzed using correlation and regression analyses. According to the research results, a positive correlation has been found among perceived innovation management competencies of school administrators, teachers' lifelong learning tendencies, and individual innovativeness levels of teachers. It has been determined that perceived school administrators 'innovation management competencies predicted teachers' individual innovation levels by 5% and lifelong learning tendencies of teachers by 3%. Teachers' lifelong learning tendencies predicted their individual innovativeness level by 17%. Besides, perceived school administrators 'innovation management competencies and lifelong learning tendencies of teachers have been determined to explain 19 % of the variance in the individual innovativeness level of teachers. This effect size is "medium".
... Since 1920s, the issue of teacher qualifications, which can guarantee their effectiveness, has been of concern not only to pedagogy, but also to those in charge of staffing schools with qualified professionals [33]. The concept of professional competence is an effort in the path to the success of a teacher [34]. Based on the definitions of multiple domains, competencies can be defined as the skills, knowledge, attitudes, and motivational variables that form the basis for mastery of a particular situation. ...
This research aims to reveal the professionalism of primary school teachers in selection of models and media in the process of learning to teach at classroom. Teachers profession will never be replaced by anyone, especially at the elementary school level because it has a noble duty, which is to prepare the next generation to build nation. Therefore, researchers are interested in conducting research on the professionalism that teachers have in terms of the selection of models and media used. Model and media variables are chosen because they are one indicator of learning success. The type of research used is mixed research by presenting charts accompanied by reasons from respondents. The respondents in this study is teachers at the elementary school level of 23 respondents. The result of this study is an overview of the models and media that teachers use in the learning process of teaching. Hopefully through this research can be a professional teaching reference material, especially for elementary school teachers in learning management that appeals to students.
This research aims to examine the potential mediating role of lifelong learning motivation in the relationship between virtual risk perception and digital well-being of (whom?). With a view to filling the gaps in the literature, this study examined how lifelong learning motivation can play a mediating role in understanding the effects of the risks individuals perceive in digital environments on their digital well-being. The findings of the research, obtained within a theoretical framework that combines psychological, educational, and digital technology perspectives, aim to shed light on new studies on improving individual well-being in the digital world and make a significant contribution to better understand the complex dynamics of the digital age and to properly maintain individuals’ digital experiences. 140 people participated in the research. The research data was obtained by survey. In the 4-section questionnaire, the other sections except demographic information were obtained with the Virtual World Risk Perception (VWRP) Scale, Lifelong Learning Motivation (LLM) Scale and Digital Well-Being (DWB) Scale. Mediation analysis was performed on the obtained data with JAMOVI software. As a result of the analysis, it was determined that lifelong learning motivation fully mediates the relationship between virtual risk perception and digital well-being.
