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The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through achievement focused motivation scale and lifelong learning tendency scale. The collected data were analysed using regression analysis on SPSS 22. As the findings suggest, there is a low, positive correlation (r = 0.095) between prospective teachers' achievement motivation and lifelong learning tendency at 95% confidence interval. As for the correlation between lifelong learning tendency and the sub-dimensions of achievement motivation, lifelong learning tendency has a significant correlation with the expansion of objective (r = 0,139), self-consciousness (r = 0,128) and internal effect (r = 0,089). However, it doesn't correlate significantly with external effect (r = -0,024). As the standardised regression coefficient (ß) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; external effect, expansion of objective, self-consciousness and internal effect.

This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartin University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through Educational-Instructional Philosophies Determination Scale and Lifelong Learning Tendency Scale. The collected data were analysed using regression analysis via SPSS 22. According to the data obtained, there is a weak, positive correlation (r = 0.286) between prospective teachers' lifelong learning tendency and the philosophies of education they favour at 99% confidence interval. As the standardised regression coefficient (ß) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; essentialism, perennialism, reconstructionism and progressivism. It is observed that essentialism and perennialism are important predictors for lifelong learning tendency

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences are communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. The main purpose of this research is to determine the key competence levels of postgraduate students in lifelong learning. It was concluded that lifelong learning competences of the graduate students participating in the study were high. Moreover, the graduate students considered themselves best at the native language communication competence, while the lifelong learning key competence at which they considered themselves worst was foreign language communication competence.

Aim of the study is reviewing parental mediation based on some variables by adapting "Parental Mediation of Young Children's Internet Use Scale"-- which was developed by Nikken and Jansz ("Learning, Media and Technology," 39(2), 250-266, 2014) -- into Turkish. The study was conducted in two steps. At the first step, data was collected for the scale adaptation process, and validity and reliability of the scale were calculated. 170 parents participated into the study at the first step. At the second step, scanning was done through adaptive scale. 341 parents participated at the second step. This study was conducted through purposive and convenience sampling method by selection of the parents with different socio-demographic features and having children at 5th and 6th grades in middle school. Self-description form and two different scales were utilized in the study. At the end of the study, to detect parental mediation of young children's internet use level, a scale which is competent, valid and reliable in terms of content was contributed to the related Turkish literature. Within frame of this study, parental mediation of their young children's internet use levels were found to differentiate based on levels of age, education and internet usage experience through the scanning done by utilizing the scale created as a result of the scale adaptation. Additionally, a positive and meaningful relation between parental mediation scores and digital data security was found in the study.