The relationship between the lifelong learning tendencies of undergraduate students and their self - efficacy perceptions

The purpose of this study is to determine the relationship between the lifelong learning tendencies and the self-efficacy behaviours of the students studying at Bartın University in terms of their demographic characteristics (gender, grade level, faculty/school, educational background of the parents, occupation of the parents, income level and free time activities). The study is a relational screening model. The study group of the study were 1st and 4th grade undergraduate students studying at different faculties/schools of Bartın University during 2014-2015 academic year. The study group was determined using convenience sampling method. Data was collected from 529 students and among them, 59 were taken out of the study as there were missing answers. As a result, the answers of 470 participants were used in data analyses process. The data collection tools in the study were Personal Information Form, Lifelong Learning Tendencies Scale and General Self-Efficacy Expectation Scale. Cronbach Alpha reliability coefficient was found as 0,90 for Lifelong Learning Tendencies Scale and 0,83 for General Self-Efficacy Expectation Scale. The data in the study were analysed using SPSS-22.0 package programme using Kruskal-Wallis H, Mann Whitney U and Spearman Brown tests.The results of the study revealed that the lifelong learning tendencies of undergraduate students were high. When the lifelong learning tendency was examined in terms of the demographic variables of the study, it was found that there was a significant difference based on gender, father's occupation, reading books and watching television, which are listed in free time activities. It was found that this significance was in favour of girls based on gender; in favour of those whose fathers were accountant based on father's occupation; and in favour of those who read books and did not watch television based on free time activities. In addition, it was also found that the self-efficacy perceptions of the undergraduate students was high. When self-efficacy perceptions were examined in terms of the demographic variables of the study, a significant difference was found based on gender, faculty/school and reading books and going to cinema, which are listed among free time activities. It was found that this significance was in favour of boys based on gender; in favour of School of Physical Education and Sports based on faculty/school and in favour of those who did not read and go to cinema based on free time activities. It was found that there was a positive and significant relationship between students' lifelong learning tendencies and their self-efficacy perceptions. It is possible to say that students' lifelong learning tendencies will increase as their self-efficacy perceptions increase. Based on the results of the study, programmes that support students to understand the concept and process of lifelong learning as well as its importance in human life could be organized and the number and types of activities that distance education centers of the universities organize could be increased and diversified. Key words Lifelong learning, Lifelong learning tendencies, Self-efficacy perception, undergraduate students.