Page 111 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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thereby also their further knowledge-oriented behaviour, i.e. learning and 111
motivation for learning.
Individuals’ views and beliefs about knowledge and learning, and their at-
titude to knowledge, is not only shaped on the basis of school experiences,
but is also influenced by beliefs about the value and significance of knowl-
edge held by other reference groups within children’s and adolescents’ envi-
ronment (their school, family, peers, groups participating in free-time activ-
ities, social institutions, the media) (Linnenbrink-Garcia and Fredricks, 2008).
The value of knowledge is part of an individual’s meaning of knowledge in a
certain social context. This social context is essential in determining the mean-
ing of phenomena for individuals and suitable explanations, evaluation stand-
ards and beliefs about appropriate manners of behaviour towards a certain
phenomenon, which are shaped in communication between the members of
a group and constitute social representations about an object in a specific so-
cial group (Moscovici, 1984). Therefore, the meaning and value of knowledge
make up the content of social representations of knowledge related to com-
mon beliefs, definitions, value systems and the common practice of a certain
society or a group of people. The value of knowledge within a certain society
is reflected in individuals’ attitude to knowledge, i.e. in their beliefs and views
on knowledge, as well as social perceptions of other people’s knowledge-relat-
ed behaviour, in personal interests and learning motivation, their knowledge-
and education-related behaviour.
Attitude to Knowledge and Learning Achievement
within the Knowledge Society
The development of modern societies is oriented towards building the‘knowl-
edge society’, defined through the concept of a ‘knowledge-based econo-
my’ (e.g. Treaty of Lisbon, 2000). Within the knowledge society, innovations,
new products and information technology development guarantee compet-
itiveness of the economy and social progress. Continuous production of new
knowledge is transforming the existing knowledge corpora and this - along
with technological innovation - is changing labour market requirements. Like-
wise, the criteria concerning the suitability of education and knowledge and
qualifications (developed competencies) for efficient work in work environ-
ments, increasingly pervaded by information technology, is also changing.
Guaranteeing competitiveness of the economy calls for greater employee flex-
ibility, adapting to labour market needs and lifelong learning. All of this creates
the need for a change in the role and aims of education, which need to be ad-
justed to the demands of the labour market, the economy and employers (e.g.
Memorandum on Lifelong Learning, 2000; ‘Education and Training 2010’ Work
attitude to knowledge and adolescent´s learning achievement
motivation for learning.
Individuals’ views and beliefs about knowledge and learning, and their at-
titude to knowledge, is not only shaped on the basis of school experiences,
but is also influenced by beliefs about the value and significance of knowl-
edge held by other reference groups within children’s and adolescents’ envi-
ronment (their school, family, peers, groups participating in free-time activ-
ities, social institutions, the media) (Linnenbrink-Garcia and Fredricks, 2008).
The value of knowledge is part of an individual’s meaning of knowledge in a
certain social context. This social context is essential in determining the mean-
ing of phenomena for individuals and suitable explanations, evaluation stand-
ards and beliefs about appropriate manners of behaviour towards a certain
phenomenon, which are shaped in communication between the members of
a group and constitute social representations about an object in a specific so-
cial group (Moscovici, 1984). Therefore, the meaning and value of knowledge
make up the content of social representations of knowledge related to com-
mon beliefs, definitions, value systems and the common practice of a certain
society or a group of people. The value of knowledge within a certain society
is reflected in individuals’ attitude to knowledge, i.e. in their beliefs and views
on knowledge, as well as social perceptions of other people’s knowledge-relat-
ed behaviour, in personal interests and learning motivation, their knowledge-
and education-related behaviour.
Attitude to Knowledge and Learning Achievement
within the Knowledge Society
The development of modern societies is oriented towards building the‘knowl-
edge society’, defined through the concept of a ‘knowledge-based econo-
my’ (e.g. Treaty of Lisbon, 2000). Within the knowledge society, innovations,
new products and information technology development guarantee compet-
itiveness of the economy and social progress. Continuous production of new
knowledge is transforming the existing knowledge corpora and this - along
with technological innovation - is changing labour market requirements. Like-
wise, the criteria concerning the suitability of education and knowledge and
qualifications (developed competencies) for efficient work in work environ-
ments, increasingly pervaded by information technology, is also changing.
Guaranteeing competitiveness of the economy calls for greater employee flex-
ibility, adapting to labour market needs and lifelong learning. All of this creates
the need for a change in the role and aims of education, which need to be ad-
justed to the demands of the labour market, the economy and employers (e.g.
Memorandum on Lifelong Learning, 2000; ‘Education and Training 2010’ Work
attitude to knowledge and adolescent´s learning achievement
