Page 174 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 174
t databases). Since our focus was also on investigating project reports of
non-formal educational practices, we additionally searched for related re-
sults online. The main key words initially used in both cases were: ESLers
and motivation for learning, ESLers and engagement in education, motiva-
tion for learning in non-formal education, principles of non-formal educa-
tion, recognition of informal knowledge, and motivation of adult learners.
Since we found limited results regarding motivation in non-formal edu-
cational settings, we extended the search by stating specific forms of adult
education, e.g. motivation for learning in community-based programmes,
second-chance programmes, evening schools etc. In addition, we exam-
ined references cited in doctoral dissertations, reviewed articles, and pro-
ject reports. Texts taken into account had to address the motivation of
ESLers in general in order to identify good practices that can be applied in
mainstream education.
ESLers and their learning motivation
In the introduction we already defined a theoretical concept of academic
motivation that is important for describing the motivation of ESLers. In the
following section, we further describe study results that address the link
between different aspects of a student’s academic motivation, i.e. perceived
self-determination and competence, with ESL. Since different studies (e.g.
Deci & Ryan, 1991; Hardre & Reeve, 2003; Reeve, 2002; Shahar, Henrich,
Blatt, Ryan, & Little, 2003) confirm the importance of considering social
support for those aspects when addressing the amotivation of ESLers, and
since this aspect is greatly supported in non-formal education settings, we
also discuss study results from this field.
The link between a student’s motivation for learning and ESL is al-
ready well established. Various studies (e.g. Caprara et al., 2008; Fan &
Wolters, 2014; Hardre & Reeve, 2003) show that academic motivation is an
important psychological factor that helps predict whether students are at
greater risk of ESL or not. Longitudinal studies (e.g. Caprara et al., 2008;
Fan & Wolters, 2014; Hardre & Reeve, 2003; Vallerand, Fortier, & Guay,
1997) reveal there are two aspects of learning motivation that are particu-
larly important when addressing the issue of ESL: a student’s perceived
self-determination (autonomy) and perceived competence. Students who
report lower levels of autonomy and perceive themselves as less competent
in school activities have less intention to stay in school and complete their
schooling, and vice versa. Such a relationship has also been established in
174
non-formal educational practices, we additionally searched for related re-
sults online. The main key words initially used in both cases were: ESLers
and motivation for learning, ESLers and engagement in education, motiva-
tion for learning in non-formal education, principles of non-formal educa-
tion, recognition of informal knowledge, and motivation of adult learners.
Since we found limited results regarding motivation in non-formal edu-
cational settings, we extended the search by stating specific forms of adult
education, e.g. motivation for learning in community-based programmes,
second-chance programmes, evening schools etc. In addition, we exam-
ined references cited in doctoral dissertations, reviewed articles, and pro-
ject reports. Texts taken into account had to address the motivation of
ESLers in general in order to identify good practices that can be applied in
mainstream education.
ESLers and their learning motivation
In the introduction we already defined a theoretical concept of academic
motivation that is important for describing the motivation of ESLers. In the
following section, we further describe study results that address the link
between different aspects of a student’s academic motivation, i.e. perceived
self-determination and competence, with ESL. Since different studies (e.g.
Deci & Ryan, 1991; Hardre & Reeve, 2003; Reeve, 2002; Shahar, Henrich,
Blatt, Ryan, & Little, 2003) confirm the importance of considering social
support for those aspects when addressing the amotivation of ESLers, and
since this aspect is greatly supported in non-formal education settings, we
also discuss study results from this field.
The link between a student’s motivation for learning and ESL is al-
ready well established. Various studies (e.g. Caprara et al., 2008; Fan &
Wolters, 2014; Hardre & Reeve, 2003) show that academic motivation is an
important psychological factor that helps predict whether students are at
greater risk of ESL or not. Longitudinal studies (e.g. Caprara et al., 2008;
Fan & Wolters, 2014; Hardre & Reeve, 2003; Vallerand, Fortier, & Guay,
1997) reveal there are two aspects of learning motivation that are particu-
larly important when addressing the issue of ESL: a student’s perceived
self-determination (autonomy) and perceived competence. Students who
report lower levels of autonomy and perceive themselves as less competent
in school activities have less intention to stay in school and complete their
schooling, and vice versa. Such a relationship has also been established in
174
