Simple and multiple relationship between self-efficacy beliefs and intrinsic motivation with the desire for lifelong learning of students

Document Type : Research Paper

Authors

PNU

Abstract

Lifelong learning is a centralized learning that occurs throughout a person's lifetime and occurs in the form of volunteering and spontaneous knowledge searches. The purpose of this study was to investigate the simple and multiple relationship between self-efficacy beliefs and intrinsic motivation with desire to learn lifelong learning. The statistical population of this study was psychological students of Payame Noor University of Ahwaz. 186 subjects were selected by simple random sampling method.The research data were obtained by self-efficacy beliefs questionnaire of Nezami, Schwarzer, & Jerusalem(1996),intrinsic motivationof Amabile (1996), and the desire to life-long learning of Dindar, & Bayrakci (2015), using Pearson correlation coefficient and regression analysis Step by Step analyzed. The results showed that self-efficacy beliefs and intrinsic motivation are predictor of variables that tend to be lifelong learning, and explain the value of 0.55 of the total variance of criterion variables.Also, self-efficacy beliefs had the highest predictive power for lifelong learning (β = 0.50). As a result, life-long learning is nowadays a major issue in most countries where the underlying causes of it should be created in people.

Keywords


Afshari, A., Naami, A., Arshadi, N., & Hashemi, S. I. (2014). Design and test a model of relationships between individual, group, and organizational factors with organizational creativity in the employees of the National Oil and Gas South Companies (Aghajari Region). Journal of Psychological Achievements, 21 (2), 45-64. (in persion).
Alizarei‚ A.‚ & Gilanian‚ M. (2015). Self-efficacy as a function of language learning strategy use. British Journal of Education, Society & Behavioural Science‚ 9(3)‚223-235.
Amabile, T. M. (1996). Creativity in Context, Boulder, CO: West View Press Inc. (1998), “How to Kill Creativity,” Harvard Business Review, 76 (5), 77–8.
Amani, M., & Kiani, A. (2017). Study of relationship between perfectionism and academic performance: mediating role of self-regulation and academic self-efficacy. Journal of Applied Psychological Research, 8(2), 51-68. (in persion).
Babenko, O., Koppula, S., Daniels, L., Nadon, L., & Daniels, V. (2017). Lifelong learning along the education and career continuum: meta-analysis of studies in health professions. J Adv Med Educ Prof, 5(4), 157–163.
Bandura, A. 1997. Self- efficacy: toward a unifying theory of behavioral. Psychological review, 84(2), 191- 215.
Bath, D. M., & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173–89.
Bronstein, J. (2014). The role of perceived self-efficacy in the information seeking behavior of library and information science students. The Journal of Academic Librarianship, 40(2), 101-106.
Bull, SJ, Shambrook CJ, James W, Brooks, JE. (2005).Towards an Understanding of Mental Toughness in Elite English Cricketers. J Appl Sport Psychol.17(3):209-27.
Carreira, J. M. (2012). Motivational orientations and psychological needs in EFL learning among elementary school students in Japan. System, 40, 191-202.
CigdemBagci‚ S. (2018). Does everyone benefit equally from self- efficacy beliefs? The moderating role of perceived social support on motivation. Journal of Early Adolescence‚ 38(2)‚204-219.
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective, In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33) New York: University of Rochester Press.
Demirel‚ M.‚ & Akkoyunlu‚ B. (2017). Prospective teachers’ lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews‚ 12(6)‚329-337.
DikerCoskun, Y., & Demirel, M. (2010). Lifelong learning tendency scale: the study of validity and reliability. Procedia Social and Behavioral Sciences, 5, 2343–2350.
Dindar, H.‚ & Bayrakci, M. (2015). Factors effecting students’ lifelong learning in higher education. international. Journal on Lifelong Education and Leadership‚ 1(1), 11-20.
Edmowonyi, J. (2018). Systems approach in developing creative thinking and innovative capabilities for lifelong learning among TVET students in federal universities, South-South, Nigeria. International Journal of Education Development, 21(1), 1-15.
Firmin, S., & Miller, C. (2005). Facilitating the development of lifelong learners through e-communication tools. Paper presented at ASCILITE Conference, Brisbane, Queensland.
Garipagaoglu, B. C. (2013). The effect of self-efficacy on the lifelong learning tendencies of Computer Education and Instructional Technologies pre-service teachers: A case study. International Journal of Human Sciences‚ (10)1, 224- 236.
Green, R. A.‚ Morrissey, S. A.‚ & Conlon‚ E. G. (2017). The values and self-efficacy beliefs of postgraduate psychology students. Australian Journal of Psychology‚ 11‚ 1-10.
Hmieleski, K. M., & Baron, R. A. (2008). When does entrepreneurial self-efficacy enhance versus reduce firm performance? Strategic Entrepreneurship Journal, 2(1), 57 – 72.
Huang, C. (2013) Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education‚ 28(1)‚ 1–35.
Hyvonen, S., & Tuominen, M. (2006). Entrepreneurial innovations, market-driven tangibles and learning orientation: critical indicators for performance advantages in SMEs. International Journal of Management and Decision Making, 7(6), 643 – 660.
Khodaei, M., Salehi, K., & Mohdenpour, M. (2015). Structural Modeling on the relationship between basic psychological needs and academic self- efficacy with
academic engagement in science class. Applied Psychological Research Quarterly, 6(3), 219-235. (in persion).
Dilek Yahz, S. (2017). Relationship between lifelong learning levels and information literacy skills in teacher Candidates. Universal Journal of Educational Research, 5(6), 939-946.
Kusurkar, R. A., TenCate, T. J., Vos, C. M., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: a structural equation modelling analysis. Adv Health SciEduc Theory Pract‚ 18(1), 57-69.
Martin‚ G. (2011). Undertanding motivation for lifelong education through biography‚ complexity and control. A thesis submitted to the University of Birmingham for the degree of doctor of philosophy.
Mami S, Naseri N, Veasi F. (2015). The effectiveness of self- regulation strategies training on problem-solving and self- efficacy of students in mates. J Psychol Achieve.4(2),169-78.
Mi‚ M.‚ & Rily- Doucet‚ C. (2016). Health professions students’ lifelong learning orientation: Associations with information skills and self-efficacy. Evidence Based Library and Information Practice‚ 11(2)‚ 121-135.
Narushima, M.‚ Liu‚ J.‚ & Diestelkamp‚ N. (2018). Lifelong learning in active ageing discourse: Its conserving effect on wellbeing, health and vulnerability. Ageing Soc‚ 38(4), 651–675. Narushima‚ M., Liu‚ J.‚ & Diestelkamp‚ N. (2013a). The association between lifelong learning and psychological well-being among older adults: implications for an interdisciplinary health promotion in an aging society. Activities Adaptation & Aging, 37, 3, 239–50.
Nezami, E., Schwarzer, R., & Jerusalem, M. (1996). Persian Adaptation (Farsi) of the General self – efficacy scale. ctricrcd from http: //user page. Fu – Berlin. De/-health / health/ persona. Htm.
Ng‚ B. (2018). The Neuroscience of Growth Mindset and Intrinsic Motivation. Brain sciences‚ 8(20)‚ 3-10.
Ochani, M., Hatami, J., & Hejazi, E. (2015). Prediction of intrinsic motivation of female students through basic psychological needs in mathematics. Journal of Applied Psychological Research, 6(3), 101-113 (in persion).
Peters‚ R. (2015). Anchored learning and the development of creative, critical thinking and life-long learning skills. Teaching Public Administration‚ 33(3)‚ 221-240.
Qanbari Qalehsari, M., Khanghanizadeh, M., & Ebadi, A. (2017). Lifelong learning strategies in nursing: A systematic review. Electron Physician,9(10), 5541–5550.
Rajabi, Gh. (2005). Reliability and validity of the scale of general self-efficacy beliefs in students of psychology, faculty of educational sciences and psychology, Shahid Chamran University and Islamic Azad University, Marvdasht Branch. Journal of Modern Education Teaching, 1(2), 111-122 (in persion).
Rittilun, S., Lawthong, N., & Kanjanawasee, S. (2018). Construct validity of Thai lifelong learning inventory: Evidence from high-school students in Phrae, Kalasin, Prachin Buri, and Pangnga provinces. Kasetsart Journal of Social Sciences, 39(2), 207-214.
Rivers‚ D. J.‚ & Ross‚ A. S. (2018). L1/L2 communication self-efficacy beliefs and the contribution of personality. The Language Lerning Journal‚ 12‚ 2-12.
Schumacher‚ D. J., Englander‚ R., & Carraccio‚ C. (2013). Developing the master learner: Applying learning theory to the learner, the teacher, and the learning environment. Acad Med‚ 88‚1635–1645.
Schunk, D. H. (2016). Developing children's self-efficacy and skills: The roles of social comparative information and goal setting. Contemporary Educational Psychology, 8, 76-86
Sevari, K. (2017). Reliability and validity of life-long learning questionnaire in Payame Noor University Students. Unpublished article.
Sharples, M. (2000). The design of personal mobile Technologies for lifelong learning. Computers & Education, 34 (3-4), 177- 193.
Smylie, M. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25(1), 1-30.
Sockalingam‚ S., Soklaridis‚ S.‚ Yufe‚ S., Rawkins‚ S.‚ Harris‚ I., & Tekian‚Wiljer‚ D., A. (2017). Incorporating lifelong learning from residency to practice:A qualitative study exploring psychiatry learners' needs and motivations. J Contin Educ Health Prof‚ 37(2)‚ 90-97.
Sockalingam‚ S., Wiljer‚ D., Yufe‚ S., Knox‚ M. K., Fefergrad‚ M., Silver‚ I., Harris‚ I., & Tekian‚ A. (2016). The relationship between academic motivation and lifelong learning during residency: A study of psychiatry residents. Acad Med‚ 91(10)‚1423-1430.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148.
Volume 8, Issue 1
August 2017
Pages 143-155
  • Receive Date: 03 February 2019
  • Accept Date: 03 February 2019
  • First Publish Date: 03 February 2019
  • Publish Date: 21 April 2017