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tical consideration of the general and professional public in terms of the role 127
of knowledge and education in the society of the future, with a particular fo-
cus on the individual effects of education on children and adolescents. The au-
thor believes youths will be able to develop suitable competencies while be-
ing trained in the work process (when they are employed) if during the course
of education they have acquired a sufficient amount of quality content-based
knowledge and have developed a positive attitude to knowledge and inter-
nalised knowledge and education as values that are important for one’s per-
sonal and social progress.
References
Anderman, E. M., and Anderman, L. H. (2000). The role of social context in edu-
cational psychology: Substantative and methodological issues. Education-
al Psychologist, 35, 67–68.
Autor, S. (2013). Nevarna razmerja družbe znanja. Šolsko polje, XXIV (1–2), 15–36.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
The White Paper on Education in the Republic of Slovenia (2011). Retrieved
from http://pefprints.pef.uni-lj.si/1195/.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum Press.
Deci, E. L., Koestner, R., and Ryan, R. M. (2001). Extrinsic rewards and intrinsic
motivation in education: Reconsidered once again. Review of Education-
al Research, 71, 1–27.
Drzna Slovenija. Retrieved from http:/www.drznaslovenija.mvzt.gov.si/ (re-
trieved on 04.03.2012).
Dweck, C. (2002). The development of ability conceptions. In A. Wigfield and
J. S. Eccles (eds.), Development of achievement motivation (pp. 57–88). San
Diego, CA: Academic Press.
Eccles, J. S., Wigfiled, A., and Schiefele, U. (1998). Motivation to succeed. In N. Ei-
senberg (vol. ed.) and W. Damon (series ed.) Handbook of Child psychology
(5th ed., vol. 3., pp. 1017–1095). New York: Wiley.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., and
Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. E.
Spence (ed.), Achievement and achievement motivation (pp. 75–146). San
Francisco: Freeman.
Elliot, A. J., and Dweck, C. S. (2007). Competence and motivation: Competence
as the core of achievement motivation. In A. J. Elliot and C. S. Dweck (eds.),
attitude to knowledge and adolescent´s learning achievement
of knowledge and education in the society of the future, with a particular fo-
cus on the individual effects of education on children and adolescents. The au-
thor believes youths will be able to develop suitable competencies while be-
ing trained in the work process (when they are employed) if during the course
of education they have acquired a sufficient amount of quality content-based
knowledge and have developed a positive attitude to knowledge and inter-
nalised knowledge and education as values that are important for one’s per-
sonal and social progress.
References
Anderman, E. M., and Anderman, L. H. (2000). The role of social context in edu-
cational psychology: Substantative and methodological issues. Education-
al Psychologist, 35, 67–68.
Autor, S. (2013). Nevarna razmerja družbe znanja. Šolsko polje, XXIV (1–2), 15–36.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
The White Paper on Education in the Republic of Slovenia (2011). Retrieved
from http://pefprints.pef.uni-lj.si/1195/.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum Press.
Deci, E. L., Koestner, R., and Ryan, R. M. (2001). Extrinsic rewards and intrinsic
motivation in education: Reconsidered once again. Review of Education-
al Research, 71, 1–27.
Drzna Slovenija. Retrieved from http:/www.drznaslovenija.mvzt.gov.si/ (re-
trieved on 04.03.2012).
Dweck, C. (2002). The development of ability conceptions. In A. Wigfield and
J. S. Eccles (eds.), Development of achievement motivation (pp. 57–88). San
Diego, CA: Academic Press.
Eccles, J. S., Wigfiled, A., and Schiefele, U. (1998). Motivation to succeed. In N. Ei-
senberg (vol. ed.) and W. Damon (series ed.) Handbook of Child psychology
(5th ed., vol. 3., pp. 1017–1095). New York: Wiley.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., and
Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. E.
Spence (ed.), Achievement and achievement motivation (pp. 75–146). San
Francisco: Freeman.
Elliot, A. J., and Dweck, C. S. (2007). Competence and motivation: Competence
as the core of achievement motivation. In A. J. Elliot and C. S. Dweck (eds.),
attitude to knowledge and adolescent´s learning achievement
