In this study, the relationship between academic self-efficacy and lifelong learning tendencies of engineer candidates taking physics course was investigated. The population of the study consists from s a total of 225 engineer candidates who took Physics-1 course at Necmettin Erbakan University Engineering and Architecture Faculty in Fall in 2016-2017 academic year. In this research, The "Academic Self-Efficacy Scale" adapted by Gürçay & Ekici (2007) into Turkish was used for determining the self-efficacy level of engineer candidates. The "Lifelong Learning Tendency Scale" having 6-point likert scale have 27-items prepared by Diker Coşkun (2009) was used to determine lifelong learning tendencies of engineer candidates. Frequency, mean, independent t test, one way analysis of variance (ANOVA) and Pearson correlation analysis were used to analyze the data. According to findings obtained by the study, there was a positive and significant relationship between academic self-efficacy scores and general scores of motivation, persistence and lifelong learning tendency. Academic self-efficacy perceptions also increase as the motivation, persistence, and lifelong learning tendencies of engineer candidates increase. Persistence, lack of interest in learning disposition, and lack of curiosity were found to be significantly related to academic self-efficacy perception.
Lifelong Learning, Academic Self-Efficacy, Engineer Cand