Page 116 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 116
ately positive way. What they find most useful is knowledge from the technical
field, and least useful knowledge from the field of social sciences.
116
Figure 6: Types of attitude to knowledge of Slovenian students
The fourth type of attitude to knowledge differs from others in pro-
nounced motivation for education and lack of clearly defined pragmatic ori-
entation. In comparison with other groups, this group of students (N = 128 or
28.1%) holds the most positive views on all aims of education and learning as
well as complex knowledge, and a second view, which is negative and more
adverse, of pragmatic knowledge. In light of their positive attitude to learn-
ing, knowledge and education and a moderately adverse attitude to pragmat-
ic aspects of education, this group was named ‘motivated’. It is students in this
group who read and attend cultural events most frequently and also evaluate
student (under)achievement: perspectives, approaches, challenges
field, and least useful knowledge from the field of social sciences.
116
Figure 6: Types of attitude to knowledge of Slovenian students
The fourth type of attitude to knowledge differs from others in pro-
nounced motivation for education and lack of clearly defined pragmatic ori-
entation. In comparison with other groups, this group of students (N = 128 or
28.1%) holds the most positive views on all aims of education and learning as
well as complex knowledge, and a second view, which is negative and more
adverse, of pragmatic knowledge. In light of their positive attitude to learn-
ing, knowledge and education and a moderately adverse attitude to pragmat-
ic aspects of education, this group was named ‘motivated’. It is students in this
group who read and attend cultural events most frequently and also evaluate
student (under)achievement: perspectives, approaches, challenges
