Linking beliefs in reading with lifelong learning tendencies among undergraduates: The mediating role of enthusiasm for reading

Abstract

AbstractToday, learning no longer takes place on a definite place or time; rather, it has an ongoing and interactive nature, lasting throughout one's life. Relatedly, reading is usually considered to enhance learning, communication and the exchange of ideas. Given the importance of becoming a lifelong learner, this study focuses on the influence of reading habits on lifelong learning tendencies of university students as mediated by their enthusiasm for reading. A predictive correlational research model was employed to test the proposed hypotheses. A total of 376 undergraduates with diverse backgrounds were surveyed in a central city of Turkey. The mediated‐path analysis demonstrated that belief in the impact of reading is a prominent predictor of university students' lifelong learning tendencies. Further, enthusiasm for reading was explored to mediate the link between beliefs in the impact of reading and lifelong learning tendencies. This study contributes to the debate and research on lifelong learning by using a national case which is relatively understudied and underrepresented international higher education research. It also adds to the theme by revealing direct and indirect paths between university students' beliefs in reading and lifelong learning tendencies as mediated by their enthusiasm for reading.