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Abstract
The aim of this study is to analyse the validity and reliability of the Turkish version of the lifelong learning scale (LLS), (Kirby, Knapper, Lamon and Egnatoff, 2010). Participators were 590 students of education faculty of Sakarya University. The results of confirmatory factor analysis described that the 12 items loaded one factor and the unidimensional model was well fit (x²=206.39, df= 53, RMSEA=.070, GFI=.94, CFI=.89,IFI=.89, AGFI= 0.92 and SRMR=.059). The internal consistency coefficient was .67 for the overall scale. The corrected item-total correlations of LLS ranged from .18 to .49. Overall findings demonstrated that this scale is a valid and reliable instrument for measuring i
Keywords
Abstract
The aim of this study is to analyse the validity and reliability of the Turkish version of the lifelong learning scale (LLS), (Kirby, Knapper, Lamon and Egnatoff, 2010). Participators were 590 students of education faculty of Sakarya University. The results of confirmatory factor analysis described that the 12 items loaded one factor and the unidimensional model was well fit (x²=206.39, df= 53, RMSEA=.070, GFI=.94, CFI=.89,IFI=.89, AGFI= 0.92 and SRMR=.059). The internal consistency coefficient was .67 for the overall scale. The corrected item-total correlations of LLS ranged from .18 to .49. Overall findings demonstrated that this scale is a valid and reliable instrument for measuring i
Keywords
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