Page 180 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 180
The outcome of implementing non-formal and informal educational
principles in the educational process therefore increases a student’s motiva-
tion for learning. Individuals can therefore take an active role in the educa-
tion process where they are given the possibility to develop their interests,
values, skills and competencies. It is a process of learning by doing in a flex-
ible environment, where it is right to make mistakes. It touches upon emo-
tions and attitudes, areas where formal education does not usually reach
and as such goes to a deeper level of a student’s personality. It also takes into
the account the student’s personal, social and cultural characteristics when
planning the process and tends to integrate disadvantaged youth who were
unable to engage in learning in mainstream education for several reasons.
Conclusions
Low motivation for learning or even amotivation is one of the primary
characteristics of students at risk of ESL. Important aspects of their amo-
tivation are perceived low competence and self-determination (level of au-
tonomy) in mainstream educational settings. Those students also report
negative ability and effort beliefs, and also place a more negative value on
academic tasks (Caprara et al., 2008; Fan & Wolters, 2014; Hardre & Reeve,
2003; Vallerand et al., 1997). Two main pathways are identified in the lit-
erature concerning how teachers can enhance a student’s motivation for
learning by considering the principles of non-formal and informal learn-
ing. The first is recognising a student’s interests and related informally
gained knowledge and experience, and the second is organising learning
situations in non-formal supportive environments (such approaches often
take place in community-based education programmes, evening schools,
study circles, second-chance education programmes etc.). In this context,
students are perceived as autonomous individuals, with their own interests,
aspirations and needs, who are capable of planning and actively participat-
ing in the educational process. As such, informal and non-formal educa-
tion principles address the key motivational shortages of ESLers. It points
to the fact that a shift in students’ perceptions as competent and capable
of self-determination in the mainstream educational process is crucial for
supporting their motivation and preventing undesirable learning behav-
iours such as ESL (European Commission 2013; Bills, Cook, & Giles, 2015;
Black, Polidano, & Tseng, 2012; Hill & Jepsen, 2007; Lagana-Riordan et al.,
2011; Polidano, Tabasso, & Tseng, 2015).
180
principles in the educational process therefore increases a student’s motiva-
tion for learning. Individuals can therefore take an active role in the educa-
tion process where they are given the possibility to develop their interests,
values, skills and competencies. It is a process of learning by doing in a flex-
ible environment, where it is right to make mistakes. It touches upon emo-
tions and attitudes, areas where formal education does not usually reach
and as such goes to a deeper level of a student’s personality. It also takes into
the account the student’s personal, social and cultural characteristics when
planning the process and tends to integrate disadvantaged youth who were
unable to engage in learning in mainstream education for several reasons.
Conclusions
Low motivation for learning or even amotivation is one of the primary
characteristics of students at risk of ESL. Important aspects of their amo-
tivation are perceived low competence and self-determination (level of au-
tonomy) in mainstream educational settings. Those students also report
negative ability and effort beliefs, and also place a more negative value on
academic tasks (Caprara et al., 2008; Fan & Wolters, 2014; Hardre & Reeve,
2003; Vallerand et al., 1997). Two main pathways are identified in the lit-
erature concerning how teachers can enhance a student’s motivation for
learning by considering the principles of non-formal and informal learn-
ing. The first is recognising a student’s interests and related informally
gained knowledge and experience, and the second is organising learning
situations in non-formal supportive environments (such approaches often
take place in community-based education programmes, evening schools,
study circles, second-chance education programmes etc.). In this context,
students are perceived as autonomous individuals, with their own interests,
aspirations and needs, who are capable of planning and actively participat-
ing in the educational process. As such, informal and non-formal educa-
tion principles address the key motivational shortages of ESLers. It points
to the fact that a shift in students’ perceptions as competent and capable
of self-determination in the mainstream educational process is crucial for
supporting their motivation and preventing undesirable learning behav-
iours such as ESL (European Commission 2013; Bills, Cook, & Giles, 2015;
Black, Polidano, & Tseng, 2012; Hill & Jepsen, 2007; Lagana-Riordan et al.,
2011; Polidano, Tabasso, & Tseng, 2015).
180
