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Participants included 800 pre-service teachers from different universities in Turkey. Data were gathered using three scales and analyzed through structural equation modeling. Results show that self-directed learning readiness provides a full mediation role in the link between constructivist approaches and lifelong learning tendencies, whereas no significant relationship emerged for traditional approaches.",{"@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/the-mediating-role-of-self-directed-learning-readiness-in-the-relationship-between-teaching-learning-conceptions-and-lifelong-learning-tendencies-article-4/594011/",{"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/the-mediating-role-of-self-directed-learning-readiness-in-the-relationship-between-teaching-learning-conceptions-and-lifelong-learning-tendencies-article-4/594011.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","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 focus on?","Question",{"text":112,"@type":113},"The study focuses on how pre-service teachers’ teaching-learning conceptions relate to lifelong learning tendencies and whether this relationship is mediated by readiness for self-directed learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and analyzed?",{"text":117,"@type":113},"The study involved 800 pre-service teachers, used three scales for data collection, and applied structural equation modeling to conduct the mediation analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about constructivist versus traditional approaches?",{"text":121,"@type":113},"Readiness for self-directed learning fully mediated the connection between constructivist teaching-learning approaches and lifelong learning tendencies, while traditional teaching-learning approaches showed no significant relationship with lifelong learning tendencies and readiness.","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},594011,1792116383,{"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":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 6 | Article 4 |\n| --- | --- |\n| 2021\u003Cbr>The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies\u003Cbr>Kasım Karataş\u003Cbr>Karamanoglu Mehmetbey University, Turkey\u003Cbr>Cihad Şentürk\u003Cbr>Karamanoğlu Mehmetbey University, Turkey\u003Cbr>Aziz Teke\u003Cbr>Karamanoglu Mehmetbey University, Turkey\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Adult and Continuing Education and Teaching Commons, and the Curriculum and Instruction Commons |  |\n\nRecommended Citation  \nKarataş, K., Şentürk, C., & Teke, A. (2021) . The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies. Australian Journal of Teacher Education, 46(6) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n6.4](http://dx.doi.org/10.14221/ajte.2021v46n6.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss6/4](https://ro.ecu.edu.au/ajte/vol46/iss6/4)  \nThe Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong  \nLearning Tendencies  \nKasım Karataş  \nCihad Şentürk  \nAziz Teke  \nKaramanoğlu Mehmetbey University, Turkey  \nAbstract: In this study, the mediating role of readiness for self  \ndirected learning in the relationship between pre-service teachers ’  \nteaching-learning approach and lifelong learning skills was  \nexamined. The study group consisted of 800pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teachinglearning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching  \napproach affects readiness for self-directed learning and therefore  \nlifelong learning tendencies.  \nKey Words: Constructivism, lifelong learning, self-directed learning, teacher education  \nIntroduction  \nIn this century, an information-based change and transformation takes place with the combined effect of social, economic and technological developments (Reischauer, 2018; Roztocki et al., 2019) . As a matter of course, this change and transformation occurring in the world also affects education systems. New scientific studies on technological developments, increasing globalization and teaching-learning approaches are the natural result of change and transformation in education (Miller et al., 2009) . These changes in the information age affect the education systems and concepts such as education, school and learning are redefined (Biesta, 2016; Council of Europe, 2015) . When the education systems of the countries that stand out in education with their success in international exams (PISA, TIMSS, PIRLS etc.) and contemporary education practices, it is seen that teachers in these countries have a contemporary, student and learning-centred teaching-learning approach instead of traditional teaching-learning conceptions (OECD, 2016) . In this regard, it is very important to train preservice teachers studying in the faculties of education with a contemporary teaching-learning approach, lifelong learning tendency and self-directed learning skills in line with the changes and transformations that took place in the 21st century.  \nWhen the","cbCairRqEqZne67m","https://ap.wps.com/l/cbCairRqEqZne67m","pdf",410338,25,"English","# Introduction\n## Conceptual background: teaching-learning conceptions\n## 21st century skills and lifelong/self-directed learning\n# Method and analysis\n## Mediation analysis and structural equation modeling\n# Findings and implications","[{\"question\":\"What relationship does the study focus on?\",\"answer\":\"The study focuses on how pre-service teachers’ teaching-learning conceptions relate to lifelong learning tendencies and whether this relationship is mediated by readiness for self-directed learning.\"},{\"question\":\"How was the study conducted and analyzed?\",\"answer\":\"The study involved 800 pre-service teachers, used three scales for data collection, and applied structural equation modeling to conduct the mediation analysis.\"},{\"question\":\"What were the key findings about constructivist versus traditional approaches?\",\"answer\":\"Readiness for self-directed learning fully mediated the connection between constructivist teaching-learning approaches and lifelong learning tendencies, while traditional teaching-learning approaches showed no significant relationship with lifelong learning tendencies and readiness.\"}]","The Mediating Role of Self-Directed Learning Readiness in the Relationship Between Teaching-Learning Conceptions and Lifelong Learning Tendencies - Article 4 | PDF",1792078366,63]