Prediction of Lifelong Learning Tendency Based on University Culture and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy in Female Students

Subject Areas : Psychology

Zahra Tavakol ¹ (M.A. Student, Department of Psychology, Faculty of Humanities, Kashan Branch, Islamic Azad University, Kashan, Iran)
Roya Mashak ² (2. Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Ashrafi Esfahani University, Isfahan, Iran)

Received: 2024-03-12 Accepted : 2024-05-14 Published : 2024-05-20

Keywords: Lifelong learning, University culture, Academic buoyancy, Academic self-efficacy,

Abstract :

The purpose of the present study was to predict the lifelong learning tendency based on university culture and academic buoyancy with the mediating role of academic self-efficacy in female students of Kashan Islamic Azad University. The statistical population included all female students and the research sample subsumed 350 individuals whom were selected by stratified random sampling procedure. The research method was descriptive research of correlation type. To collect data, Wetzel et al.'s Lifelong Learning Scale (2010), Higgins and Sade's University Culture Scale (1998), Martin and Marsh's Academic Buoyancy Scale (2003) and McIlary and Bunting's Academic Self-Efficacy Scale (2001) were implemented. Pearson's correlation coefficient and path analysis were applied by utilizing SPSS-26 and AMOS-23 for data analysis. The results showed that the path coefficient of university culture to academic self-efficacy was not significant, but the path coefficient of university culture to lifelong learning was significant, and the path coefficient of academic buoyancy to academic self-efficacy and lifelong learning and the path coefficient of the effect of academic self-efficacy and llifelong learning was significant. Also, the coefficient of the indirect path of university culture to the tendency of lifelong learning with the mediation role of academic self-efficacy was not significant, but the coefficient of the indirect path of academic resilience to the tendency of lifelong learning with the mediation role of academic self-efficacy was significant. Also, the results indicated that the model had acceptable goodness of fit. Finally, academic self-efficacy could play an important role as a mediating variable in the relationship between academic buoyancy and lifelong learning.

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