Page 24 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 24
but is impacted by a number of other factors (Marentič Požarnik, 2000; Puklek
Levpušček and Zupančič, 2009).
PISA results also reveal students’ achievement is strongly connected with
a number of other factors (such as self-concept and self-regulation in learn-
ing), and not merely with students’ cognitive abilities. Students’ low achieve-
ment is thus often connected with emotional and behavioural problems that
are exhibited as disruptive behaviour, inappropriate attitude to school, indi-
vidual teachers or subjects, and high dropout rates (TWG, 2013: 27, 28). Learn-
ing and teaching are understood as the processes that encompass both the
cognitive and non-cognitive (emotional and social) aspect of individuals’ func-
tioning (Zins, Weissberg, Wang and Walberg, 2004).
Starting with underachievers as a consequence of lower intellectual abil-
ities, and continuing with wider-scope definitions, it can be established these
are students: (a) who do not receive the necessary encouragement and op-
portunities on account of cultural and economic deprivation, (b) who do not
receive suitable teaching, (c) who have learning difficulties as a consequence
of unsuitable interactions between themselves and their learning environ-
24 ment, (d) who have emotional problems (anxiety, low self-confidence), (e) who
demonstrate low motivation for learning, (f ) who have learning difficulties on
account of insufficiently developed learning skills, (g) whose learning environ-
ment and the teaching process have not been suitably adjusted, judging from
the listed factors (TWG, 2013).
In preparing the monograph, findings of various researchers (e.g. Mar-
entič Požarnik, 2002: 8) have been taken into consideration, i.e. findings stating
that on account of closely intertwined factors of student underachievement,
one-sided conceptions and measures for improving student achievement
even add up to underachievement. In accordance with this, diverse approach-
es have been developed which are related to a number of areas of the edu-
cational process and adolescents’ personality (external and internal factors of
student underachievement).
Since a number of factors are correlated with students’ achievement, in re-
lation to fostering academic achievement it is therefore advisable to devote
attention not only to cognitive approaches and improving didactic strategies
for assimilating the content of individual subjects, but also to approaches that
encompass the non-cognitive aspects of individuals’ functioning. This mono-
graph is mostly focused on the latter, i.e. non-cognitive aspects (views, attitude
to school, educational aspirations, students’ motivation for learning activities)
(Bar-Tal, 1978: 150), to which less attention is otherwise dedicated in studies
of student underachievement. Although the connection between non-cog-
nitive factors of student achievement and cognitive performance (in knowl-
edge testing) is not direct and simple, numerous researchers are nevertheless
convinced that strengthening non-cognitive factors can contribute to better
student (under)achievement: perspectives, approaches, challenges
Levpušček and Zupančič, 2009).
PISA results also reveal students’ achievement is strongly connected with
a number of other factors (such as self-concept and self-regulation in learn-
ing), and not merely with students’ cognitive abilities. Students’ low achieve-
ment is thus often connected with emotional and behavioural problems that
are exhibited as disruptive behaviour, inappropriate attitude to school, indi-
vidual teachers or subjects, and high dropout rates (TWG, 2013: 27, 28). Learn-
ing and teaching are understood as the processes that encompass both the
cognitive and non-cognitive (emotional and social) aspect of individuals’ func-
tioning (Zins, Weissberg, Wang and Walberg, 2004).
Starting with underachievers as a consequence of lower intellectual abil-
ities, and continuing with wider-scope definitions, it can be established these
are students: (a) who do not receive the necessary encouragement and op-
portunities on account of cultural and economic deprivation, (b) who do not
receive suitable teaching, (c) who have learning difficulties as a consequence
of unsuitable interactions between themselves and their learning environ-
24 ment, (d) who have emotional problems (anxiety, low self-confidence), (e) who
demonstrate low motivation for learning, (f ) who have learning difficulties on
account of insufficiently developed learning skills, (g) whose learning environ-
ment and the teaching process have not been suitably adjusted, judging from
the listed factors (TWG, 2013).
In preparing the monograph, findings of various researchers (e.g. Mar-
entič Požarnik, 2002: 8) have been taken into consideration, i.e. findings stating
that on account of closely intertwined factors of student underachievement,
one-sided conceptions and measures for improving student achievement
even add up to underachievement. In accordance with this, diverse approach-
es have been developed which are related to a number of areas of the edu-
cational process and adolescents’ personality (external and internal factors of
student underachievement).
Since a number of factors are correlated with students’ achievement, in re-
lation to fostering academic achievement it is therefore advisable to devote
attention not only to cognitive approaches and improving didactic strategies
for assimilating the content of individual subjects, but also to approaches that
encompass the non-cognitive aspects of individuals’ functioning. This mono-
graph is mostly focused on the latter, i.e. non-cognitive aspects (views, attitude
to school, educational aspirations, students’ motivation for learning activities)
(Bar-Tal, 1978: 150), to which less attention is otherwise dedicated in studies
of student underachievement. Although the connection between non-cog-
nitive factors of student achievement and cognitive performance (in knowl-
edge testing) is not direct and simple, numerous researchers are nevertheless
convinced that strengthening non-cognitive factors can contribute to better
student (under)achievement: perspectives, approaches, challenges
