Abstract:

The aim of this study is to explore the relationship between university students' life satisfaction, communication skills and lifelong learning levels. The study group is made up of students from the University of Bingöl. The study is based on the relational scan model. The research has used the communication skills scale, the lifetime scale and the lifetime learning scale as a data collection tool. The study was conducted with 558 students studying at the University of Bingöl. The study compared two independent groups with the t-test of independent samples and compared more than two independent groups with the variance analysis. The abilities of students to communicate and their lifelong learning have been attempted to determine through the help of multiple linear regression analysis. According to the findings obtained, the levels of life satisfaction of students; not significantly differentiated according to gender, faculty and class variable; the levels of lifelong learning, not significantly differentiated according to class variable, differentiated according to gender and faculty variable, and communication skills not significantly differentiated according to class and faculty variable. It is also determined that students' communication skills and lifelong learning levels reveal only 2% of their lifelong satisfaction levels. On the other hand, according to the results of the model established to determine the meaningful contributors to the level of life-satisfaction, communication skills and lifelong learning levels appear to be meaningful contributors. Communication skills and lifelong learning levels revealed only 2% of life satisfaction. It is believed that the results obtained at the end of the study could be used in the studies to increase the satisfaction of university students’ life and will create resources for new studies.

Keywords: