scholarly journals Analysis of The Relationship Between The Lifelong Learning and Digital Literacy of Generation Z Teacher Candidates

2021 ◽  
pp. 415-437
Author(s):  
Ceren ÖZOĞLU ◽  
Esra TURHAN
Keyword(s):  
Lifelong Learning ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Generation Z ◽  
The Relationship

scholarly journals The Relationship Between the Lifelong Learning Tendencies and Teacher Self-Efficacy Levels of Social Studies Teacher Candidates

2021 ◽  
Vol 12 (1) ◽  
pp. 67-84
Author(s):  
Kubilay Yazıcı ◽  
Ebru Ay ◽  
Salih Uslu ◽  
Soner Arık
Keyword(s):  
Social Studies ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Social Studies Teacher ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning tendencies and teacher self-efficacy levels of social studies teacher candidates in terms of different variables and to determine the relationship between social studies teacher candidates’ lifelong learning tendencies and teacher self-efficacy levels. The study group of the research consists of 307 social studies teacher candidates studying at the education faculty of a public university in the 2016–2017 academic years. The data collection tools used in the research, which was designed in relational survey model, are “Lifelong Learning Tendency Scale” developed by Diker Coşkun (2009), “Teachers’ Sense of Efficacy Scale” adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and a Personal Information Form prepared by the researchers. The data of the study are analysed using SPSS 24 statistical software. As a result of the research, it is found that the lifelong learning tendency levels of the social studies teacher candidates are high and their teacher self-efficacy levels are very high. Lifelong learning tendencies and teacher self-efficacy levels of teacher candidates show statistically significant differences in terms of grade level, and taking education for personal and professional development. It is concluded that teacher self-efficacy levels of teacher candidates are a significant predictor of their lifelong learning tendencies.

scholarly journals The relationship between teacher candidates' self-efficacy levels and lifelong learning tendencies

2019 ◽  
Vol 9 (1) ◽  
pp. 179-202
Author(s):  
Serap Tüfekçi Aslım ◽  
Handan Kocabatmaz
Keyword(s):  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
The Relationship

Araştırma öğretmen adaylarının öz yeterlik düzeyi ile yaşam boyu öğrenme eğilimlerinin; cinsiyet ve sınıf düzeyine göre anlamlı bir şekilde farklılaşıp farklılaşmadığını belirlemek ve özyeterlik düzeyi ile yaşamboyu öğrenme eğilimleri arasında anlamlı bir ilişkinin olup olmadığını ortaya koymak amacı ile yapılmıştır. Araştırma Gazi Üniversitesi Gazi Eğitim Fakültesi’ nde öğrenim gören 242 sınıf öğretmeni adayı oluşturmaktadır. Çalışmada “özyeterlik ölçeği” ve “yaşam boyu öğrenme eğilimleri ölçeği” olmak üzere iki ayrı veri toplama aracı kullanılmıştır. Elde edilen verilerle sınıf öğretmeni adaylarının özyeterlik ve yaşam boyu öğrenme eğilimleri cinsiyet ve sınıf düzeylerine göre betimlenmiş, özyeterlik inançları ve yaşam boyu öğrenme eğilimlerinin cinsiyet ve sınıf düzeylerine farklılaşıp farklılaşmadığı, özyeterliğin yaşam boyu eğilimini ne derece yordadığı incelenmiştir. Öğretmen adaylarının özyeterlik düzeyi genel olarak ortalamanın üstünde bulunurken cinsiyete ve sınıf düzeyinde göre anlamlı biçimde farklılaşmadığı bulunmuştur. Öğretmen adaylarının yaşam boyu öğrenme eğilimleri yüksek bulunmakla birlikte cinsiyete göre değişmemektedir ancak birinci sınıf öğretmen adaylarının yaşam boyu öğrenme eğilimi daha yüksek bulunmuştur. Öğretmen adaylarının özyeterlik ve yaşam boyu öğrenme eğilimleri arasında orta (0.53) düzeyinde, pozitif yönlü anlamlı bir ilişki vardır. Analiz sonuçları Yaşam boyu öğrenme eğilimine ilişkin toplam varyansın, %28’sinin özyeterlik inancı ile açıklandığı görülmektedir.

The Effect of Instagram Influencers on Purchase Intentions Mediated by Brand Image on Cosmetic Products (Study on Gen Z Women)

2021 ◽  
Vol 4 (2) ◽  
pp. 111-123
Author(s):  
Dewi Tamara ◽  
Lidiya Heriyati ◽  
Tsabita Hanifa ◽  
Michelle Carmen
Keyword(s):  
Social Media ◽  
Purchase Intention ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Brand Image ◽  
Public Awareness ◽  
Daily Basis ◽  
Purchase Intentions ◽  
Generation Z ◽  
The Relationship

Rise of internet usage gives a sense of urgency for marketer to develop enchanted promotion methods through the help of social media. This research focuses on analyze the correlation between social media influencer and purchase intention with brand image as mediating variables. Object of this research is Generation Z women since their perspectives are rarely elaborated in previous research. Sample of this research is Generation Z women, actively using make-ups and skincare, and use Instagram in their daily basis. Validity is measured through convergent validity and discriminant validity, while reliability is measured through cronbach’s alpha and composite reliability. Hypotheses are measured using PLS-SEM and considered as significant if t-value > t-table. Results indicate that social media influencer significantly correlated with purchase intention when mediated with brand image. Specifically, numbers of followers, high-activity on social media, and influencer credibility influence brand image and purchase intention in significant ways. Moreover, positive brand image, public awareness, and brand uniqueness determined as mediating factors on the relationship social media influencer and purchase intention.  

Workforce Improvement and Lifelong Learning

1995 ◽  
Vol 9 (4) ◽  
pp. 241-247
Author(s):  
Richard L. Ferguson
Keyword(s):  
Lifelong Learning ◽  
Adult Life ◽  
Full Time ◽  
Common Language ◽  
New Model ◽  
Job Level ◽  
Work Keys ◽  
The Us ◽  
Traditional Paradigm ◽  
The Relationship

The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for education and business to participate in preparing people for the transition from full-time education to employment and from one job or job level to another.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

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