Page 171 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 171
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Non-formal Motivational Focuses
for Potential Early School Leavers
Klaudija Šterman Ivančič
Synopsis
It is possible to foster the learning motivation of potential ESLers
already in mainstream education by applying non-formal and in-
formal educational principles to teaching and learning processes.
The teacher has two main pathways for enhancing the motivation of
at-risk students: by recognising their informally gained knowledge
and by organising non-formal learning environments and learning
experiences.
Summary
Motivation for learning is an important predictor of ESL (e.g.
Caprara et al., 2008; Fan & Wolters, 2014; Hardre & Reeve, 2003).
Students at risk of ESL often report low levels of learning motiva-
tion or even amotivation. Amotivation is a state in which individu-
als cannot perceive a relationship between their behaviour and the
behaviour’s outcome and perceive their behaviour in a school con-
text as outside of their control (Deci & Ryan, 2002). As such, ESLers
perceive low self-competence and self-determination (autonomy)
in school settings. Non-formal and informal education addresses
this issue as the core of the problem. The primary goal of this arti-
cle is to discuss principles of non-formal and informal learning that
could serve as a good example for teachers to foster the motivation of
ESLers already in mainstream education. According to the literature
171
Non-formal Motivational Focuses
for Potential Early School Leavers
Klaudija Šterman Ivančič
Synopsis
It is possible to foster the learning motivation of potential ESLers
already in mainstream education by applying non-formal and in-
formal educational principles to teaching and learning processes.
The teacher has two main pathways for enhancing the motivation of
at-risk students: by recognising their informally gained knowledge
and by organising non-formal learning environments and learning
experiences.
Summary
Motivation for learning is an important predictor of ESL (e.g.
Caprara et al., 2008; Fan & Wolters, 2014; Hardre & Reeve, 2003).
Students at risk of ESL often report low levels of learning motiva-
tion or even amotivation. Amotivation is a state in which individu-
als cannot perceive a relationship between their behaviour and the
behaviour’s outcome and perceive their behaviour in a school con-
text as outside of their control (Deci & Ryan, 2002). As such, ESLers
perceive low self-competence and self-determination (autonomy)
in school settings. Non-formal and informal education addresses
this issue as the core of the problem. The primary goal of this arti-
cle is to discuss principles of non-formal and informal learning that
could serve as a good example for teachers to foster the motivation of
ESLers already in mainstream education. According to the literature
171
