Lifelong Learning Motivation Scale (LLMS):Validity and Reliability Study

The aim of this study is to develop a scale for measuring lifelong learning skills in both young and adult individuals. A total of 275 participants, ranging in age from 14 to 55, took part in the study. The first step in creating the scale item pool involved conducting a thorough literature review. Existing scales related to the subject were examined, and based on these findings, an initial 18-item form was developed. The scale item pool was then presented to two experts who are academicians in the field of lifelong learning, as well as a scale development expert. Their input was taken into account, resulting in corrections and refinements to the scale trial form. Following this, the revised scale trial form was administered to the participants. To assess the construct validity of the scale, an exploratory factor analysis was conducted. This analysis revealed that 7 items needed to be removed from the scale. Ultimately, the scale was found to consist of five factors. The first factor included 5 items, while the remaining factors consisted of 3 items each. Next, a confirmatory factor analysis was performed to determine the relationships between the factors, the relationships between the variables and the factors, the relationships between the factors themselves, and the degree to which the factors explained the model. The Cronbach's alpha reliability coefficient for the scale was found to be .646. Based on these results, the Lifelong Learning Motivation Scale (LLMSS) was developed to address the existing gap in the literature and provide a useful tool for future research and applications related to lifelong learning.

Keywords:

Lifelong learning, motivation, scale, reliability validity,

PDF

___

Adabaş, A. (2016). Bartın University graduate students' levels of having key competences in lifelong learning. Türkiye Council of Higher Education National Thesis Centre, (Thesis Number: 421734).
Ata, N. (2006). Career and Leadership in the Information Age. Selçuk University, Institute of Social Sciences, Department of Business Administration, Division of Management and Organisation. Türkiye Council of Higher Education National Thesis Centre.
Babanlı, N. (2018). Lifelong learning competences of trainees in adult education. Türkiye Council of Higher Education National Thesis Centre.
Bağcı, Ş. E. (2007). Lifelong Education Policies in European Union Countries: A Comparative Study on Germany, Denmark and Turkey. Türkiye Council of Higher Education National Thesis Centre.
Beycioglu, K. ve Konan, N. (2008). Lifelong learning and European education policies. Electronic Journal of Social Sciences, 24:369-382.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford Publications.
Bryce, J. (2006). Schools and lifelong learners. In J. Chapman, P. Cartwright & E.J. McGilp (Eds.), Lifelong learning, participation and equit. (pp. 243-263), Dordrecht: Springer.
Büyüköztürk, Ş. (2002). Handbook of Data Analysis for Social Sciences, Ankara: Pegem Publishing.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Scientific Research Methods. Pegem Citation Index, 1-360.
Byrne, B. M. (2011). Structural equation modeling with AMOS Basic concepts, applications, and programming (Multivariate Applications Series). Routledge, New York.
Çepni, S. (2001). Introduction to Research and Project Studies. Erol Ofset Printing. Trabzon.
Çiftcibaşı, F., Korkmaz, Ö. ve Karamustafaoğlu, S. (2020). Lifelong learning skills scale for secondary school students: Validity and reliability study. Erzincan University Journal of Faculty of Education, 22(1), https://doi.org/211–226.10.17556/erziefd.618167
Demirel, M ve Coşkun, D. Y. (2012). Lifelong learning tendencies of university students. Hacettepe University Journal of Faculty of Education, 42, 108-120.
Derrick, M. G. (2003). Creating enviroments conductive for lifelong learning. New Directions For Adult And Continuing Education. Wiley Periodicals S. 100
Diker-Coşkun, Y. (2009). Investigation of lifelong learning tendencies of university students in terms of some variables Doctoral thesis. Hacettepe University Institute of Social Sciences, Ankara.
Edwards, R., R.J.P.S. Usher, and L.L. J. Crowther (2008). Atroubled space of possibilities: lifelong learning and the postmodern. p. 58-67.
Erdoğan, G. D. (2014). Factors affecting prospective teachers' lifelong learning tendencies. Doctoral thesis. Abant Izzet Baysal University, Bolu.
Günüç, S., Odabaşı, H. F. ve Kuzu, A. (2012). Factors affecting lifelong learning. Gaziantep University Journal of Social Sciences, 11(2):309-325.
Gür-Erdoğan, D. ve Arsal, Z. (2016). Development of the Lifelong Learning Tendency Scale (LLTS). Sakarya University Journal of Education, 6(1), 114-122. http://dx.doi.org/10.19126/suje.32361
Gürkan, H. (2017). Examining the relationship between school principals' technology leadership competences and lifelong learning competences. Türkiye Council of Higher Education National Thesis Centre.
Kara, M., Kukul, V. & Çakır, R. Self-regulation in Three Types of Online Interaction: How Does It Predict Online Pre-service Teachers’ Perceived Learning and Satisfaction?. Asia-Pacific Edu Res 30, 1–10 (2021). https://doi.org/10.1007/s40299-020-00509-x
Karaca, O., Çalışkan, S. A., Dönmez, O. & Durak, H. İ. (2021). Lifelong Learning Attitude Scale (LILAS) for Healthcare Students in Higher Education: Development, Validity, Reliability Study. World of Medical Education. 20(62), 87-101.
Karasar, N. (2007). Scientific Research Method, Nobel Publication Distribution.
Knapper, C. & Cropley, A. J. (2000). Lifelong learning in higher education. London: Kogan Page
Korkmaz, Ö., Usta, E., & Kurt, İ. (2014). Validity and reliability study of the Virtual Environment Loneliness Scale (SOYÖ). Hacettepe University Journal of Faculty of Education, 29(2), 144-159.
Kulich, J. (1982) Lifelong education and the universities: a canadian perspective. International Journal of Lifelong Education, 1(2): 123–142
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391–410. https://doi.org/10.1037/0033-2909.103.3.391
Özçiftçi, M., M. Özçiftçi, & R.J.E.T.K.v.U Çakır (2015). Investigating teachers' lifelong learning dispositions and educational technology standards self-efficacy. 5(1): p. 1-19.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8(2), 23–74.
Tatlısu, B. (2016). Investigation of lifelong learning competences of pre-service teachers who do and do not do sports in terms of different variables. Türkiye Council of Higher Education National Thesis Centre.
Ünal, F. ve Kalçık, C. (2017). Development of the scale of lifelong learning perception with historical series. Abant Izzet Baysal University Journal of Faculty of Education, 17(4), 1916-1937.
Uzunboylu, H., ve Hürsen, Ç. (2011). Lifelong Learning Competence Scale (LLLCS): Validity and reliability study. Hacettepe University Journal of Faculty of Education, 41, 449-460.
White, J.P. (1982). The aims of education re-stated. London: Routledge & Kegan Paul.
Yaman, F. (2014) Investigation of teachers' lifelong learning tendencies (The case of Diyarbakır province). Türkiye Council of Higher Education National Thesis Centre.
Yeşilyaprak, B. (2010). Guidance services in education. Ankara: Nobel Publishing.