Determining the variables affecting secondary school students' motivation toward science learning and perceptions of lifelong learning

The concepts of motivation for science learning and lifelong learning are concepts that have an important role in the solution of many problems that students may encounter both in formal education periods and in their daily lives, as well as having a key role in terms of students' success in their educational processes. It is possible to say that societies that can transfer science education to students efficiently will cross an important threshold in terms of reaching individual and social welfare. The philosophy of lifelong learning is very important in terms of both the success of the teaching processes and the continuation of personal development since it directs individuals to continue learning independently from time and place in every period of their lives. This study, which was carried out in the light of this information, is aimed to examine the factors affecting secondary school students' motivation toward science learning and their perceptions of lifelong learning and to evaluate the relationship between these concepts. The research was carried out with the participation of 715 students studying in 5 different secondary schools in Uşak in the 2021-2022 academic year. According to the results obtained from the research, it was concluded that the gender of the students did not have a significant effect on their motivation to learn science and their perceptions of lifelong learning skills, while the students' grade level and the educational status of their parents had a significant effect. It was observed that as the education level of the parents of the students increased, both their motivation to learn science and their perceptions of lifelong learning increased. It was concluded that when the grade levels of the students increased, both their motivation to learn science and their perceptions of lifelong learning decreased. In addition, it was determined that there was a moderate and positive relationship between students' motivation to learn science and their perceptions of lifelong learning skills.