Page 243 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.

tudent (Formal) Achievement 243
through Non-formal
and Informal
Knowledge

Polona Kelava

Abstract: Student achievement is a result of a number or intertwined factors, not
merely intelligence and (or) diligence at school; a certain role in this is played by
adolescents’ self-concept; when adolescents have no confidence in themselves
and their abilities, this often results in a poorer performance at school. It takes
great effort, for this or any other reason, for youths to regain their lost motivation
for school work. Motivational incentives at teachers’ disposal for supporting un-
motivated adolescents are often limited. This paper is based on the presumption
that non-formal and informal knowledge is multicomponent and boasts certain
advantages that can be used to foster motivation for further school work. One of
the means of helping adolescents regain confidence in themselves, increase moti-
vation for school work, and consequently improve their academic achievement is
presented. Additionally, the paper also shows how teachers can recognise (as part
of the subjects they teach) adolescents’ non-formal and informal knowledge of
various kinds, evaluate it suitably and determine, together with adolescents, what
amount of (non-school) work has been invested in it, then identify the effort and
the energy required for such success and use it as an incentive for school work. The
potential that drives individuals’ active participation in non-formal and informal
learning, and results in a beneficial impact on their positive self-concept, can thus
be redirected to school work and (more successful) completion of schooling.
Key words: formal education, non-formal and informal learning, extracurricular
activities, self-concept, self-esteem, motivation