Akademik Veri Yönetim Sistemi
Cognitive Processing, 2026 (SSCI, Scopus)
This study examined the mediating role of motivational persistence in the relationship between metacognitive awareness and lifelong learning among university students. The sample consisted of 423 undergraduate students selected from different faculties and grade levels. Data were collected using the Metacognitive Awareness Inventory, the Motivational Persistence Scale, and the Lifelong Learning Scale. Descriptive statistics, Pearson correlation analysis, and Structural Equation Modeling (SEM) techniques were employed in the analysis process. The findings revealed positive and statistically significant relationships among metacognitive awareness, motivational persistence, and lifelong learning. Results of the structural model indicated that metacognitive awareness had a direct and significant effect on lifelong learning, as well as an indirect effect through motivational persistence. The results further suggest that motivational persistence is not limited merely to individual effort and continuity, but also functions as a critical psychological variable that integrates with metacognitive processes, supporting students in sustaining their learning motivation and enhancing their lifelong learning tendencies. In this regard, the study emphasizes the importance of addressing cognitive and motivational factors in an integrated manner when examining university students’ learning processes.