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In this study, it was investigated whether the points of the scale of “lifelong learning tendencies” of the engineer candidates who took physics course varied according to, variables such as "gender, physics success, duration of internet use and department of education". 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. Frequency, mean, independent t test, one way analysis of variance (ANOVA) and Pearson correlation analysis were used to analyze the data. According to the findings, the points taken from of the scale of “lifelong learning tendencies” do not show any significant difference according to departments and internet usage period. The mean scores of persistence and learning which are the subdimensions of the lifelong learning tendency scaleof do not show a significant difference according to gender, whereas the scores of lack of motivation and curiosity show significant differences according to gender. Female students' points are more higher in the dimension of lack of motivation, male students’ points are more higher in the dimension of curiosity. As the lifelong learning tendecies, perseverance and motivation of engineer candidates increase, physics course achievements also increase. Extended English abstract is in the end of  PDF (TURKISH)  file . Ozet Bu arastirmada, fizik dersini alan muhendis adaylarinin, yasam boyu ogrenme egilimleri olceginin genelinden alinan puanlarin “cinsiyet, fizik basarisi, internet kullanim suresi ve ogrenim gorulen bolum” degiskenlerine gore farklilasip farklilasmadigi incelenmistir. Arastirmanin calisma grubunu, 2016-2017 Egitim-ogretim yili guz yariyilinda Necmettin Erbakan Universitesi Muhendislik-Mimarlik Fakultesinde Fizik -1 dersini alan toplam 225 muhendis adayi olusturmaktadir. Verilerin cozumlenmesinde frekans, ortalama, bagimsiz t testi, tek yonlu varyans analizi(Anova) ve Pearson korelasyon analizleri kullanilmistir. Elde edilen bulgulara gore, yasam boyu ogrenme egilimleri olceginin genelinden alinan puanlar, bolumlere ve internet kullanim suresine gore anlamli bir farklilik gostermemektedir. Yasam boyu ogrenme egilimleri olceginin alt boyutlarindan sebat ve ogrenmeyi duzenlemede yoksunluk puan ortalamalari, cinsiyete gore anlamli bir farklilik gostermezken, motivasyon ve merak yoksunlugu puan ortalamalari ise cinsiyete gore anlamli bir farklilik gostermistir. Kizlarin motivasyonlari, erkeklerin ise merak yoksunluklari daha yuksek cikmistir. Muhendis adaylarinin yasam boyu ogrenme egitimleri, sebat ve motivasyonlari arttikca fizik ders basarilari da artmaktadir.

journal of human sciences

An examination of the relationship between lifelong learning tendencies and physics of engineer candidates&lt;p&gt;Mühendis adaylarının yaşam boyu öğrenme eğilimleri ile fizik başarıları arasındaki ilişkinin incelenmesi