[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588114-105":59,"doc-detail-588114-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-beliefs-of-preservice-teachers-about-epistemology-and-life-long-learning-competency-via-canonical-correlation-analysis","EXAMINING BELIEFS OF PRESERVICE TEACHERS ABOUT EPISTEMOLOGY AND LIFE-LONG LEARNING COMPETENCY VIA CANONICAL CORRELATION ANALYSIS","","Investigating preservice teachers’ life-long learning beliefs alongside their epistemological beliefs, the study applies canonical correlation analysis to uncover how two variable clusters relate. Canonical correlation analysis is used to assess relationships among multiple factors within each belief domain rather than relying on simple correlation or single-regressor methods. Results show a significant canonical correlation with an effect size of 34%, and conclude that epistemological beliefs predict life-long learning competency beliefs. The “Effort” dimension emerges as the strongest predictor.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-beliefs-of-preservice-teachers-about-epistemology-and-life-long-learning-competency-via-canonical-correlation-analysis/588114/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-beliefs-of-preservice-teachers-about-epistemology-and-life-long-learning-competency-via-canonical-correlation-analysis/588114.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study examine between preservice teachers’ beliefs?","Question",{"text":112,"@type":113},"The study examines the canonical relationship between preservice teachers’ life-long learning beliefs and their epistemological beliefs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study use canonical correlation analysis instead of simple correlation?",{"text":117,"@type":113},"Canonical correlation analysis explains relationships between two data clusters with multiple variables, reflecting subdimensions within the belief constructs.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about prediction of life-long learning competency beliefs?",{"text":121,"@type":113},"Epistemological beliefs significantly predict life-long learning competency beliefs, with the “Effort” dimension being the single most powerful predictor.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588114,1792166513,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EXAMINING BELIEFS OF PRESERVICE TEACHERS ABOUT EPISTEMOLOGY AND LIFE-LONG LEARNING COMPETENCY VIA CANONICAL CORRELATION ANALYSIS  \nSerhat Aydın, Gülenaz Selçuk, Altan Çakmak  \nAbstract. In this study canonical correlation between preservice teachers’ life-long learning beliefs and epistemological beliefs were investigated. Canonical correlation analysis might explain the relationships between two data clusters containing more than one variable (Tatlıdil, 1996) and from that aspect, it is more advantageous than simple correlation tests that explain the relationship between two variables or multiple correlation or regression techniques that explain the relationships between a dependent variable and several independent variables (Temurtaş, 2016) because each of the beliefs being examined in this study consisted of subdimensions (factors) . The findings of the study demonstrated that there is a significant canonical correlation between epistemological beliefs and life-long learning competency beliefs with an effect size of 34% . In conclusion, epistemological beliefs predict life-long learning competency beliefs.  \n“Effort” dimension of epistemological beliefs is the single most powerful predictor of life-long learning competency beliefs.  \nKey words: Preservice teachers, epistemological beliefs, life-long learning competency beliefs, canonical correlation  \n1. Introduction  \nWith a primary importance among educational studies across the world,“Life Long Learning” is a concept that could occur anywhere an individual is and removes all kinds of limitations like place, time, age and educational background (Güleç et al., 2012) . According to the manifesto of the European Council dated 2000, life-long learning signifies making more investments in human and knowledge and extending flexible and innovative learning opportunities (Polat and Odabaş, 2008) . In life-long learning, individuals are required to believe in their own competence and have a selfconfidence in coping with knowledge problems. At this point, it will be appropriate to suggest that belief systems lie behind all the decisions and behaviors of individuals (Hofer and Pintrich, 1997; Pajares, 1992) . Being an individual attribute; epistemological beliefs are generally accepted as subjective beliefs regarding what individuals think about knowledge and how knowing and learning occur.  \nEpistemological beliefs are capable of determining variables like the ways in which individuals process and interpret new knowledge, as well as their comprehension levels, high-level thinking and problem-solving approaches, effort and time spent on learning (Brownlee and colleagues, 2001; Hofer and Pintrich, 1997) . Schommer-Aikins and Hutter (2002) emphasize that epistemological beliefs signify the clearness and organization of knowledge and control of individual over knowledge. Studies reveal that individuals with advanced epistemological beliefs have higher academic achievements and  \nmore efficient learning habits; indeed, they are more successful in inspecting the level of comprehending new knowledge (Schommer, 1990). According to Hofer and Pintrich (1997) who draw attention to the importance of epistemological beliefs in developing life theories and obtaining information; beliefs of students about the nature of knowledge and nature of knowing form the basis of their life theories.  \nOn the other hand, individuals will be able to successfully conduct the activities of solving knowledge problems only through becoming individuals who could direct and motivate themselves and learn lifelong. Emphasizing the importance of raising students as life-long learners in the information society, Harpe and Radloff (2001) also draw attention to the necessity for both teachers and students to get equipped with knowledge regarding life-long learning. However, individuals will be raised as life-long learners only by life-long learner teachers. Chapman and colleagues (2003) touch upon the importance of teach","cbCaiaUGB5UKFcxP","https://ap.wps.com/l/cbCaiaUGB5UKFcxP","pdf",435924,12,"English","# 1. Introduction\n## Life-long learning context and learner belief systems\n## Epistemological beliefs and learning processes\n## Teacher education and preservice teachers\n## Prior studies and research gap","[{\"question\":\"What relationship does the study examine between preservice teachers’ beliefs?\",\"answer\":\"The study examines the canonical relationship between preservice teachers’ life-long learning beliefs and their epistemological beliefs.\"},{\"question\":\"Why does the study use canonical correlation analysis instead of simple correlation?\",\"answer\":\"Canonical correlation analysis explains relationships between two data clusters with multiple variables, reflecting subdimensions within the belief constructs.\"},{\"question\":\"What do the findings suggest about prediction of life-long learning competency beliefs?\",\"answer\":\"Epistemological beliefs significantly predict life-long learning competency beliefs, with the “Effort” dimension being the single most powerful predictor.\"}]","EXAMINING BELIEFS OF PRESERVICE TEACHERS ABOUT EPISTEMOLOGY AND LIFE-LONG LEARNING COMPETENCY VIA CANONICAL CORRELATION ANALYSIS | PDF",1792064558]