An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

The present study aims to investigate the relationship between autonomous learning and lifelong learning. The study group consists of 657 secondary school students enrolled in three public schools, aged 11 – 16 from Sakarya, Turkey. In this study, relationships between the variables of autonomous learning and lifelong learning and the sub-dimensions of autonomous learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized in order to investigate these relationships. Autonomous Learning Scale (12 items) which was developed by Macaskill and Taylor (2010), was adapted to Turkish by Arslan and Yurdakul (2015) was conducted to measure autonomous learning. Lifelong Learning Scale (14 items) which was developed by Kirby, Knapper, Lamon and Egnatoff (2010), was adapted to Turkish by Arslan and Akcaalan (2015) was carried out to assess lifelong learning level. In the light of the research findings, it can be purported that autonomous learning and lifelong learning scores were correlating significantly. According to the existing results, it can be argued that autonomous learning which can be defined as the capacity to take charge of one’s own learning, has a positive interaction with lifelong learning which can be found voice in one’s ongoing, voluntary, and self-motivated learning.