Abstract:

This study, which takes place in the Relational Scanning Model, was carried out with the aim of understanding whether university students, their qualification perceptions and constant anxiety situations relating to them, can undermine their "life learning tendencies". The sample of the study consists of 720 students who are studying in the second and fourth classes of the various faculties and departments of the state university located in the west of Turkey.  The data of the study was obtained with the "Life Learning Tendence Scale", "Addity Perception Scale", "Continuous Anxiety Scale". The data of the study was analyzed through Pearson Correlation Analysis and Multi-Lineal Regression Analysis. The study found that there were three separate measurement tools and a meaningful positive and negative relationship between all the subdimensions of these tools. Students’ academic and social skills and constant anxiety have been shown to significantly influence their lifelong learning tendency. The researchers found that 37% of participants said “the desire to learn” and 25% said “the desire to progress”.

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