Page 110 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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terest and positive evaluation of knowledge in adolescents and thus contribute to
a higher learning performance.
Key words: attitude to knowledge, knowledge, learning motivation, interest, active
classes
Introduction
Individuals’ attitude to knowledge is defined by the meaning and the val-
ue that they assign to it. A positive attitude to knowledge is, for instance, re-
flected through one’s belief that important life goals can be achieved by
means of knowledge and also perspectives on how these goals can be suit-
ably achieved. There is an association between individuals’ interests in differ-
ent fields of knowledge and motivation for learning, as well as various forms
of knowledge and education-oriented behaviour. Research into the attitude to
knowledge is focused on the value individuals attach to knowledge, which can
be perceived as standards applied to judge their own behaviour (acquisition
110 and use of knowledge) and achievement of goals in different fields of knowl-
edge, based on which goals are set for the future. In a similar fashion, these
evaluation standards are also used in perceiving and evaluating other people’s
knowledge-related behaviour and in understanding the expectations about
the preferred manners of behaviour and achievements in society.
The value of knowledge, and of other objects, is based on fulfilment of
one’s personal needs and interests, achievement of personal standards, com-
mon beliefs about what is preferred, judgements about behaviour and one’s
own experiences (Higgins, 2007). Individuals’value of knowledge is thus based
on their own experiences in relation to efficient learning and demonstration
of knowledge, through which they gained recognition from others, i.e. per-
sons of importance to them, or fulfilled their own expectations and impor-
tant goals. The standards of knowledge evaluation are defined through inter-
personal interactions at home and at school, in line with the prevailing social
norms, values and models of expected behaviour, which are partly induced by
the media.
Beliefs about the value of knowledge within society impact teachers’ con-
ceptions, their views and beliefs about knowledge and learning, as well as the
roles of teachers and students, which steer teaching methods and the organ-
isation of lessons and are an aid to understanding the standards applied to
assessing and rewarding student knowledge (e.g. Stipek, 1996). Lessons are
based on curricular objectives and learning content, that also include socially
relevant conceptions of knowledge. Achieving expected standards of knowl-
edge in school is thus of paramount importance in determining the value of
knowledge for individual students - their views and beliefs about knowledge,
student (under)achievement: perspectives, approaches, challenges
a higher learning performance.
Key words: attitude to knowledge, knowledge, learning motivation, interest, active
classes
Introduction
Individuals’ attitude to knowledge is defined by the meaning and the val-
ue that they assign to it. A positive attitude to knowledge is, for instance, re-
flected through one’s belief that important life goals can be achieved by
means of knowledge and also perspectives on how these goals can be suit-
ably achieved. There is an association between individuals’ interests in differ-
ent fields of knowledge and motivation for learning, as well as various forms
of knowledge and education-oriented behaviour. Research into the attitude to
knowledge is focused on the value individuals attach to knowledge, which can
be perceived as standards applied to judge their own behaviour (acquisition
110 and use of knowledge) and achievement of goals in different fields of knowl-
edge, based on which goals are set for the future. In a similar fashion, these
evaluation standards are also used in perceiving and evaluating other people’s
knowledge-related behaviour and in understanding the expectations about
the preferred manners of behaviour and achievements in society.
The value of knowledge, and of other objects, is based on fulfilment of
one’s personal needs and interests, achievement of personal standards, com-
mon beliefs about what is preferred, judgements about behaviour and one’s
own experiences (Higgins, 2007). Individuals’value of knowledge is thus based
on their own experiences in relation to efficient learning and demonstration
of knowledge, through which they gained recognition from others, i.e. per-
sons of importance to them, or fulfilled their own expectations and impor-
tant goals. The standards of knowledge evaluation are defined through inter-
personal interactions at home and at school, in line with the prevailing social
norms, values and models of expected behaviour, which are partly induced by
the media.
Beliefs about the value of knowledge within society impact teachers’ con-
ceptions, their views and beliefs about knowledge and learning, as well as the
roles of teachers and students, which steer teaching methods and the organ-
isation of lessons and are an aid to understanding the standards applied to
assessing and rewarding student knowledge (e.g. Stipek, 1996). Lessons are
based on curricular objectives and learning content, that also include socially
relevant conceptions of knowledge. Achieving expected standards of knowl-
edge in school is thus of paramount importance in determining the value of
knowledge for individual students - their views and beliefs about knowledge,
student (under)achievement: perspectives, approaches, challenges
