Özet:

Introduction: One of the leading goals of health education in recent years is to provide students with lifelong learning skills. If the desire to be lifelong learning and continuous learning is the center of the lifelong learning context, it is important to try to reduce the potential behavior that the individual will show in his personal, social or professional life. The aim of this study is to develop a valid and reliable measurement tool that can measure the lifelong learning attitudes of students studying at higher education in the field of health sciences in a context that is directly specific to the field of health. Method: The scale's material pool is created; it has been benefited from the scale, similar scales and deep conversations with students studying in related fields. The 41 material draft created in this context was applied as a pilot to a group of 28 people who have undergone postgraduate education at the University of Ege Health Sciences Institute for scale appearance validity. This draft scale was applied to students of the University of Egean Institute of Health Sciences and the Faculty of Medicine, Dental Medicine, Pharmacy and Health Sciences of the University of Süleyman Demirel (n=555) and the data obtained with the opening factor analysis (AFA) was done. The five-factor scale of 23 substances arising from AFA, the verifying factor analysis (DFA) was applied to the students of the Faculty of Medicine and Health Sciences of Celal Bayar University (n=253) and the conformity that the model shows in similar samples was assessed. The findings: In the scale, five factors found that it was structurally suitable to measure the determined structure. Factor loads of 23 substances, which describe 59.74% of the total variance, range from 0.849 to 0.421 and common variance values range from 0.611 to 0.360. The overall internal consistency ratio of the measurement is 0.911 and there is a statistically significant difference between the lower 27% and the upper 27% groups (p<0,001). The DFA resulted in the fact that the model found that all the conformity indices were in an ideal conformity range (h2/sd=1,743 SRMR=0,0512; RMSEA=0,054; CFI=0,957; NFI=0,905; GFI=0,888>AGFI=0,858). This psychometric structure of the lifelong learning attitude produced on the basis of the theoretical framework has been converted into a measurement model with validity and reliability through the AFA. This model is demonstrated by the DFA, which provides statistically significantly compatible results in a different sample with similar characteristics. In this context, scale, education policy can be used by developers, educators and researchers working on factors that affect lifelong learning attitude.

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