Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability, and showed some differences between students in different discipline and institutions. As hypothesized, lifelong learning was positively related to the deep approach to learning and negatively to the surface approach. Conclusions: although the factors that contribute to the lifelong‐learning attributes measured here have yet to be investigated, this questionnaire can provide an overall picture of a group’s inclinations towards lifelong learning. It can help evaluate the effectiveness of educational interventions, or allow individual students to understand their learning strengths and weaknesses.
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