Abstract:

This study aimed to determine whether lifelong learning tendency played a significant mediating role in the relationship between university students’ future time perspective and online learning self-efficacy levels. It was structured in descriptive and relational survey models. 729 university students participated in the study. Online Learning Self-Efficacy Scale, Lifelong Learning Tendencies Scale, Future Time Perspective Scale and Personal Information Questionnaire were used as data collection tools. Results of the data demonstrated that university students’ lifelong learning tendencies played a significant mediating role in the relationship between their online learning self-efficacy and future time perspectives. Furthermore, it was determined that the future time perspective had a moderate and positive effect on the online learning self-efficacy through lifelong learning tendency. Moreover, that the students’ online learning self-efficacy score means were high and lifelong learning tendencies scores were low, and about three quarters of the students had short-term future time perspective were found. In the study, it was determined that the average of male students' lifelong learning tendency scores was higher than the average of female students, and there was no statistically significant difference between the averages of female and male students in terms of online learning self-efficacy and future time perspective total score averages. In the study, there was also no statistically significant difference between the averages of students with different education status in terms of online learning self-efficacy, future time perspective and lifelong learning tendencies.

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