Tendency to be Open to Learning Scale: Validity and Reliability Studies

Nihal Tunca Güçlü; Melis Yeşilpınar Uyar; Senar Alkın Şahin

doi:10.34293/education.v11i1.4765

Nihal Tunca Güçlü Kütahya Dumlupınar University, Turkey https://orcid.org/0000-0002-8512-7478
Melis Yeşilpınar Uyar Kütahya Dumlupınar University, Turkey https://orcid.org/0000-0003-2477-7773
Senar Alkın Şahin Kütahya Dumlupınar University, Turkey https://orcid.org/0000-0001-6644-8682

DOI: https://doi.org/10.34293/education.v11i1.4765

Keywords: Lifelong Learning, Openness to Learning, Higher Education

Abstract

This study aims to develop a valid and reliable measurement tool that will serve to determine the level of higher eduction students’ tendency to be open to learning. The sample of the research consists of 523 higher education students. As a result of the literature review and analysis, the dimensions predicted as sub-dimensions in the scale are “being curious/ investigative, reflecting, being open-minded, being planned, being patient. Within the scope of the validity studies of the Tendency to Be Open to Learning Scale (TOLS), exploratory factor analysis was performed and construct validity was determined. As a result of the exploratory factor analysis, a 5-point Likert-typetool with 22 items collected in four dimensions was reached. The resulting TOLS consists of “F1. being patient, F2. being open-minded, F3. being curious, F4. being planned” sub-dimensions. As a result of the exploratory factor analysis performed to determine the scale’s validity, it is seen that the four dimensions included in the scale explain 49.31% of the total variance.