Examining Beliefs of Preservice Teachers about Epistemology and Life-Long Learning Competency via Canonical Correlation Analysis

Abstract

In this study canonical correlation between preservice teachers' life-long learning beliefs and epistemological beliefs were investigated. Canonical correlation analysis might explain the relationships between two data clusters containing more than one variable (Tatlidil, 1996) and from that aspect, it is more advantageous than simple correlation tests that explain the relationship between two variables or multiple correlation or regression techniques that explain the relationships between a dependent variable and several independent variables (Temurtas, 2016) because each of the beliefs being examined in this study consisted of subdimensions (factors). The findings of the study demonstrated that there is a significant canonical correlation between epistemological beliefs and life-long learning competency beliefs with an effect size of 34%. In conclusion, epistemological beliefs predict life-long learning competency beliefs. "Effort" dimension of epistemological beliefs is the single most powerful predictor of life-long learning competency beliefs.