Page 115 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 115
as having little importance. In light of the predominant indifference to ed- 115
ucation, knowledge and motivation, this group was named ‘unmotivated’. Stu-
dents with an unmotivated attitude to knowledge read least frequently and
the same goes for attendance of cultural events. They also express no clear-
ly defined views on their own knowledge (the only ones of the four groups)
and evaluate knowledge from different areas to have the least practical value
in everyday life.
The second type of attitude to knowledge differs from the other three in a
moderate lack of motivation for education and rejection of pragmatic orienta-
tion. Students in this group (N = 110 or 24.2%) evaluate educational aims of life-
long learning and vocational education as ‘being of little importance’, which,
in addition, is the case for general aims of education. They find learning to gain
knowledge and complex knowledge to be important, but remain undecid-
ed regarding learning motives for gaining a status. They evaluate pragmatic
knowledge as unimportant (the least important of all four groups) and their
view on attainment of a high level of education is neutral. In comparison with
other groups, this groups holds the most adverse view on pragmatic knowl-
edge and less clearly defined views on high levels of education, vocational ed-
ucation and learning to gain status. As such, this groups is characterised by
relatively negative views on formal characteristics and pragmatic aspects of
education; as for complex knowledge (and knowledge-oriented learning and
education) – they find it moderately important (they attach a positive value
to it). Based on the attitude to knowledge they have expressed, the students
in this group were named ‘non-formalists’. They are those who attend cultural
events most often and read most frequently. They also assign a positive value
on their own knowledge. What they find to have more practical value in every-
day life is knowledge from the field of social sciences.
The third type of attitude to knowledge differs from the other three in lack
of clearly defined views on motivation for education and pronounced prag-
matic orientation. What is of ‘little importance’ for students in this group (N
= 146 or 32.1%) are the aims of vocational and general education, motives for
learning to gain status and learning to gain knowledge, as well as complex
knowledge, and they have a neutral view on lifelong learning. They also ex-
press a neutral view on pragmatic knowledge (however, it is the second most
important among the four groups). They find it important to attain a high level
of education. This group is characterised by undecided, to slightly favourable
views, on educational aims and learning, and relatively high support for prag-
matic knowledge and the level of formal education. In light of their attitude
to knowledge, which reflects a favourable view on useful, practical aspects
of education, this group of students was named ‘pragmatists’. These students
read and attend cultural events less frequently (however, more often than the
group of unmotivated students). They evaluate their knowledge in a moder-
attitude to knowledge and adolescent´s learning achievement
ucation, knowledge and motivation, this group was named ‘unmotivated’. Stu-
dents with an unmotivated attitude to knowledge read least frequently and
the same goes for attendance of cultural events. They also express no clear-
ly defined views on their own knowledge (the only ones of the four groups)
and evaluate knowledge from different areas to have the least practical value
in everyday life.
The second type of attitude to knowledge differs from the other three in a
moderate lack of motivation for education and rejection of pragmatic orienta-
tion. Students in this group (N = 110 or 24.2%) evaluate educational aims of life-
long learning and vocational education as ‘being of little importance’, which,
in addition, is the case for general aims of education. They find learning to gain
knowledge and complex knowledge to be important, but remain undecid-
ed regarding learning motives for gaining a status. They evaluate pragmatic
knowledge as unimportant (the least important of all four groups) and their
view on attainment of a high level of education is neutral. In comparison with
other groups, this groups holds the most adverse view on pragmatic knowl-
edge and less clearly defined views on high levels of education, vocational ed-
ucation and learning to gain status. As such, this groups is characterised by
relatively negative views on formal characteristics and pragmatic aspects of
education; as for complex knowledge (and knowledge-oriented learning and
education) – they find it moderately important (they attach a positive value
to it). Based on the attitude to knowledge they have expressed, the students
in this group were named ‘non-formalists’. They are those who attend cultural
events most often and read most frequently. They also assign a positive value
on their own knowledge. What they find to have more practical value in every-
day life is knowledge from the field of social sciences.
The third type of attitude to knowledge differs from the other three in lack
of clearly defined views on motivation for education and pronounced prag-
matic orientation. What is of ‘little importance’ for students in this group (N
= 146 or 32.1%) are the aims of vocational and general education, motives for
learning to gain status and learning to gain knowledge, as well as complex
knowledge, and they have a neutral view on lifelong learning. They also ex-
press a neutral view on pragmatic knowledge (however, it is the second most
important among the four groups). They find it important to attain a high level
of education. This group is characterised by undecided, to slightly favourable
views, on educational aims and learning, and relatively high support for prag-
matic knowledge and the level of formal education. In light of their attitude
to knowledge, which reflects a favourable view on useful, practical aspects
of education, this group of students was named ‘pragmatists’. These students
read and attend cultural events less frequently (however, more often than the
group of unmotivated students). They evaluate their knowledge in a moder-
attitude to knowledge and adolescent´s learning achievement
