Page 249 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 249
lescents with a poorer school performance have a higher self-concept and 249
a healthier starting point for comparisons with others than some adolescents
with highly pronounced learning outcomes with a less healthy starting point,
in the sense of them imposing too high demands on themselves.
In spite of this, the basis for discussion in this paper will be the finding that
in several studies a somewhat stronger correlation has been pointed out be-
tween academic self-concept and academic achievement than between gen-
eral self-concept and academic achievement (Juriševič, 1999).
No in-depth analysis about reasons for lack of success at school is includ-
ed in this paper. In view of the above, academic achievement is first and fore-
most a relatively complex combination of different factors. This paper is cen-
tred on one of the options, i.e. on raising the awareness of the significance
of non-formal and informal knowledge for school work, which teachers can
use to improve adolescents’ self-concept and steer their attention towards ac-
ademic achievement. Teachers should make adolescents familiar with the cor-
relation between endeavours that are necessary for non-formal and informal
learning outcomes, endeavours within formal education and results exhibited
by means of knowledge and measurable with grades.
It can be concluded that adolescents’ self-concept and academic achieve-
ment are correlated (see Figure 11) and that (with the exception of some spe-
cial cases) the correlation is positive. For this reason the author’s aim in this pa-
per to find out in which way they can be connected with school work and how
to attempt to influence adolescents’ self-concept, with the aim of fostering im-
proved academic achievement.
Adults with Low Levels of Education and Adolescents’
Learning
A short presentation of some basic characteristics of adults who have attained
low levels of education is given below. This is of particular interest in relation
to adolescents’ learning as this study’s aim is to take suitable action during the
course of adolescents’ schooling in order to foster their attaining as high a lev-
el of education as possible considering their competencies and enable them –
to the extent possible within the power of schools and teachers – to become
‘lifelong learners’.
Studies point to a connection between the level of education successfully
completed by adults and the frequency of their participation in education. Un-
derstandably, adults who have attained higher levels of education participate
in formal education more frequently, however, it has also been revealed that
participation in non-formal and informal learning is commonly conditional on
a higher level of individuals’ attained education.
student (formal) achievement through non-formal and informal knowledge
a healthier starting point for comparisons with others than some adolescents
with highly pronounced learning outcomes with a less healthy starting point,
in the sense of them imposing too high demands on themselves.
In spite of this, the basis for discussion in this paper will be the finding that
in several studies a somewhat stronger correlation has been pointed out be-
tween academic self-concept and academic achievement than between gen-
eral self-concept and academic achievement (Juriševič, 1999).
No in-depth analysis about reasons for lack of success at school is includ-
ed in this paper. In view of the above, academic achievement is first and fore-
most a relatively complex combination of different factors. This paper is cen-
tred on one of the options, i.e. on raising the awareness of the significance
of non-formal and informal knowledge for school work, which teachers can
use to improve adolescents’ self-concept and steer their attention towards ac-
ademic achievement. Teachers should make adolescents familiar with the cor-
relation between endeavours that are necessary for non-formal and informal
learning outcomes, endeavours within formal education and results exhibited
by means of knowledge and measurable with grades.
It can be concluded that adolescents’ self-concept and academic achieve-
ment are correlated (see Figure 11) and that (with the exception of some spe-
cial cases) the correlation is positive. For this reason the author’s aim in this pa-
per to find out in which way they can be connected with school work and how
to attempt to influence adolescents’ self-concept, with the aim of fostering im-
proved academic achievement.
Adults with Low Levels of Education and Adolescents’
Learning
A short presentation of some basic characteristics of adults who have attained
low levels of education is given below. This is of particular interest in relation
to adolescents’ learning as this study’s aim is to take suitable action during the
course of adolescents’ schooling in order to foster their attaining as high a lev-
el of education as possible considering their competencies and enable them –
to the extent possible within the power of schools and teachers – to become
‘lifelong learners’.
Studies point to a connection between the level of education successfully
completed by adults and the frequency of their participation in education. Un-
derstandably, adults who have attained higher levels of education participate
in formal education more frequently, however, it has also been revealed that
participation in non-formal and informal learning is commonly conditional on
a higher level of individuals’ attained education.
student (formal) achievement through non-formal and informal knowledge
