Investigation of the relationship between learning approaches and self-efficiency of lifelong learning compatens education faculty students (Sample of Sakarya University)

The purpose of this research is to examine the site students' lifelong learning competences in terms of their learning approaches, self-efficacy and various variables. In the survey, quantitative method and the general descriptive method within the scope of quantitative method are used. The universe of the research consists of Sakarya University Educational Faculty students and its sampling consists of the students subject to formal education who have been elected randomly from the universe (868 students). Scales which are used to collect the data of the research are; Lifelong Learning Competence Scale, developed by Uzunboylu and Hürsen (2011), Learning Approaches Scale, developed by Ekinci (2008) and General Self efficacy Scale, developed by Sherer and his friends (1982), of which the adoption into Turkish, validity and reliability studies were made by Yıldırım and İlhan (2010). For the analysis of research data, t test, variance analysis, descriptive statistics, correlation coefficients, multiple regression analysis were used. Data of the research were analyzed through a statistical program. The deeply learning grades of the students who have high levels of education faculty student's lifelong learning competences, are more higher than the other two approaches but superficial learning is higher than strategic learning and self-efficacy is more than medium level. In conclusion of the research, after the examination of education faculty student's lifelong learning competences, there is no significant differences according to the sexes. There are significant differences between the groups of classes levels of education faculty student's lifelong learning competences. There are significant differences between the groups of divisions of education faculty student's lifelong learning competences. In research, from education faculty student' s lifelong learning competences with self-efficacy competences and deeply learning, strategical learning and self-efficacy has positive semantic relation but does not have any semantic relation with superficial learning. Learning with learning competences and deeply learning, strategical learning and superficial learning has positive semantic relation but does not have any semantic relation with self-efficiency. Initiative and entrepreneurship competences with deeply learning, strategical learning and self-efficacy has semantic relation but does not have any semantic relation with superficial learning. To obtain information has semantic relation with deeply learning, strategical learning and self-efficacy but does not have any semantic relation with superficial learning. Keywords: Lifelong Learning, Learning Approaches, Self-Efficiency, Educational Faculty Students