Page 172 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 172
review in the article, two main pathways through which teachers can
enhance a student’s motivation for learning in terms of including
non-formal and informal learning principles in their teaching prac-
tices are identified: recognising a student’s interests and informally
gained knowledge (e.g. knowledge and skills related to sports, music,
arts, manual crafts, cooking etc.) and organising non-formal learn-
ing experiences (field trips, visits and collaboration with different
community organisations, museum visits, simulating a laboratory
in the classroom etc.). In this way, students have a chance to express
themselves, feel accepted and supported in the learning process,
gradually build their self-esteem and feeling of autonomy by gain-
ing recognition in areas they are successful in, and have a chance to
connect knowledge and skills through experience-based and social
learning. Non-formal and informal learning therefore successfully
addresses important aspects of ESLers’ amotivation for learning and
is as such a good example of encouraging motivation for learning
and subsequently preventing ESL already in mainstream education
(European Commission 2013; Bills et al., 2015; Black et al., 2012; Hill
& Jepsen, 2007; Lagana-Riordan et al., 2011; Polidano et al., 2015).
Key words: ESL, motivation, non-formal education, informal educa-
tion, prevention, mainstream education
Introduction
In the last few decades, a significant body of research has emerged that
focuses on explaining psychological and contextual factors of education-
al outcomes such as dropout behaviour, where one of the most impor-
tant ones is motivation for learning (e.g. Fortier, Vallerand, & Guay, 1995;
Vallerand, Fortier, Daoust, & Blais, 1995). The theoretical concept of mo-
tivation that has proven useful and is the most widely used for explaining
ESL behaviour is self-determination theory (Alivernini & Lucidi, 2011; Deci
& Ryan, 1991; Shih, 2009). According to this theoretical concept (Deci &
Ryan, 1991), there are three forms of motivation which can be ordered along
a self-determination (autonomy) continuum: intrinsic motivation, extrin-
sic motivation and amotivation. Students at risk of ESL often report low
levels of learning motivation or even amotivation. Amotivation is a state
in which individuals cannot perceive a relationship between their behav-
iour and the behaviour’s outcome and perceive their behaviour in a school
context as outside of their control (Deci & Ryan, 2002). As such, ESLers
172
enhance a student’s motivation for learning in terms of including
non-formal and informal learning principles in their teaching prac-
tices are identified: recognising a student’s interests and informally
gained knowledge (e.g. knowledge and skills related to sports, music,
arts, manual crafts, cooking etc.) and organising non-formal learn-
ing experiences (field trips, visits and collaboration with different
community organisations, museum visits, simulating a laboratory
in the classroom etc.). In this way, students have a chance to express
themselves, feel accepted and supported in the learning process,
gradually build their self-esteem and feeling of autonomy by gain-
ing recognition in areas they are successful in, and have a chance to
connect knowledge and skills through experience-based and social
learning. Non-formal and informal learning therefore successfully
addresses important aspects of ESLers’ amotivation for learning and
is as such a good example of encouraging motivation for learning
and subsequently preventing ESL already in mainstream education
(European Commission 2013; Bills et al., 2015; Black et al., 2012; Hill
& Jepsen, 2007; Lagana-Riordan et al., 2011; Polidano et al., 2015).
Key words: ESL, motivation, non-formal education, informal educa-
tion, prevention, mainstream education
Introduction
In the last few decades, a significant body of research has emerged that
focuses on explaining psychological and contextual factors of education-
al outcomes such as dropout behaviour, where one of the most impor-
tant ones is motivation for learning (e.g. Fortier, Vallerand, & Guay, 1995;
Vallerand, Fortier, Daoust, & Blais, 1995). The theoretical concept of mo-
tivation that has proven useful and is the most widely used for explaining
ESL behaviour is self-determination theory (Alivernini & Lucidi, 2011; Deci
& Ryan, 1991; Shih, 2009). According to this theoretical concept (Deci &
Ryan, 1991), there are three forms of motivation which can be ordered along
a self-determination (autonomy) continuum: intrinsic motivation, extrin-
sic motivation and amotivation. Students at risk of ESL often report low
levels of learning motivation or even amotivation. Amotivation is a state
in which individuals cannot perceive a relationship between their behav-
iour and the behaviour’s outcome and perceive their behaviour in a school
context as outside of their control (Deci & Ryan, 2002). As such, ESLers
172
