Problem Statement: Being a virtuous citizen, developing communication skills, and becoming a life-long learner are directly proportionate to the individuals‘ perspectives on life. Provided that an education system is able to positively change the individuals‘ perspectives on life, it may allow individuals to acquire terminal behaviors easier. This is due to the fact that an individual‘s perspective on life is a significant factor that has an effect on his or her habits and behaviors. Determination of the main characteristics of this perspective on life, referred as lifestyles will definitely make a significant contribution to the understanding of which factors play a role in the behaviors and habits of the individuals.
Purpose of the Study: The objective of this paper is to determine whether there is a correlation between the lifestyles adopted by individuals in their social lives and the self-regulated learning skills they use during the learning process. Method: In this paper, correlation research design was used and the data was gathered from a total of 726 student teachers between the ages of 20 and 35, who were still in their final year studying in various departments in the faculty of education or those who receive pedagogical formation (teacher certificate program). Lifestyle Inventory was used to determine the lifestyles of the student teachers and Self-Regulated Learning Strategies Scale was used to determine the self-regulated skills of the students in the study. Correlation analysis was carried out to determine whether there was a correlation between the lifestyles of the student teachers and their self-regulated learning strategies and regression analysis was performed to determine which types of lifestyles were the predictors of self-regulated learning strategies.
Findings: The results of the study indicated that there was a positive correlation between self-regulated learning strategies and perfection, appreciation, expectation, control, and self-respect-oriented lifestyles of the students. Perfection-oriented lifestyle had the highest level of positive correlation whereas control-oriented lifestyle had the lowest level of positive correlation with self-regulated learning strategies. The results of the multiple linear regression analysis carried out to determine which lifestyles as a dependent variable had significant contribution to self-regulated learning strategies showed that the variables that made topmost contribution to the model were perfection, appreciation, and expectation-oriented lifestyles, respectively.
Conclusion and Recommendations: The results of the study indicate that lifestyles are associated with the learning strategies of the individuals. A review of literature shows that families and teachers have a significant role in shaping the lifestyles adopted by students. Consequently, it is considered important that parents and teachers should be knowledgeable about the factors influential in shaping the lifestyles of the students, and they should be informed about their responsibilities in this respect. The role of lifestyles should be emphasized to parents with regards to the process of raising children, and it should also be included in curriculum for teacher education. If expectation lifestyles students are educated at the school, they might use their self regulated learning strategies more effectively. In this case, teaching and learning process which includes many activities might be designed to improve student academic achievement expectations. This study investigated the relationship between lifestyles and self regulated learning strategies. On the other hand, the investigation for the effects of the variables likes lifestyles and motivation, well being, and self conception self regulated learning strategies will contribute its nature.
Keywords: Lifestyles, self-regulation, learning strategies, teacher education.