Learning motivation is explained by psychological theories in a positive attitude towards learning and knowledge, namely through various motivational constructs, e.g. intrinsic motivation, learning goals, beliefs about one’s own competencies, the value of tasks, and expectations of success. However, in empirical studies, the theoretically assumed positive relationship between motivation and knowledge is not always confirmed. Eg. The results of measurements of international studies of knowledge of mathematics and science in Slovenia after 2000 (TIMSS) drew attention to the discrepancy between top learning outcomes and international comparatively lower learning motivation. Perceived self-efficacy increases over time, as does knowledge, and is positively related to it, while students' interest decreases and in the new millennium has become negatively associated with achievement, as well as active teaching (Rožman and Gril, 2013). The latest TIMSS 2015 measurement also showed a lower quality learning environment and lower support for learning in Slovenian schools (Japelj Pavešič et al., 2012). In order to clarify these learning outcomes in the Slovenian school in more detail, additional analyzes of the connection between achievement / knowledge and the learning environment (in a specific socio-historical context) and the teaching and learning processes of which learning motivation is a part are needed. Namely, various theories and models explain the effect of learning motivation on learning achievements or knowledge in relation to the possible effects of various other individual (intelligence, personality traits, emotional states), social (cultural values, parental support) and contextual learning factors (classroom climate, peer norms, teaching and assessment methods) on motivation and knowledge. From this perspective, the need for an in-depth comparative theoretical analysis of existing theories of learning motivation and the search or. creating a model that could comprehensively explain the interactive effects of the learning environment and learning process on students' learning motivation and knowledge (taking into account their individual specifics). In this paper, we will present the results of a qualitative comparative analysis of psychological theories of learning motivation: e.g. self-determination theory (Deci and Ryan, 1985), learning goal theory (e.g. Ames, 1992; Pintrich, 2003), self-efficacy theory (e.g. Bandura, 1997), self-worth theory (Covington, 1992), model of expectations and values ??(Eccles et al., 1983, 1998). Theoretical models of learning motivation will also be evaluated by a comparative analysis of the findings of empirical studies of learning motivation, which also included various contextual factors, namely foreign (eg Wentzel, 2007, Usher and Pajares, 2009; Urdan and Turner, 2007) and Slovenian ( eg Rožman and Gril, 2013). Based on a comparative analysis of theoretical models of learning motivation and the results of empirical studies in this field, we will present the coherence and contradictions between them. We will then provide a starting framework for studying the contextual factors of learning motivation and knowledge, taking into account the individual variability of students.
B.01 Organiser of a scientific meeting
COBISS.SI-ID: 3441239Many concepts or expressions could be put under this question, such as the knowledge society, competencies, lifelong learning, which have only recently gained validity in educational sciences and teaching practices. Namely, in parallel with the drying up of the humanistic tradition, these are increasingly susceptible and open to the influences of completely new paradigms and diverse disciplinary areas. The concept of the paper can be outlined in two steps. In the first, we will try to show in which disciplinary field the concepts of motivation first appear and what they try to explain and solve with them. Namely, the first systematic discussions and concepts of motivation and motivation appear in the applied psychology of work in the 1960s (Maslow, McGregor), where they primarily address the issue of labor efficiency in the processes of alienated work. We will take this fact as a sufficiently relevant starting point, especially if we take into account the extremely strong influence of psychology and later managerial paradigms in modern educational sciences. In the second step, we will try to rethink the broader social conditions in which the need for motivation in education and elsewhere plays an increasing role. The starting points of this part of the paper will be as follows. First, the need for motivation is not only a matter for those who cannot yet understand the meaning and significance of education, but has become general (motivation is now also needed by teachers and already adult students). Second, motivation is not just an encouragement to an activity, but refers to the very foundations (motive) for an activity. Third, the increasingly present need for motivation to a certain extent already speaks of the disappearance of the motive or activity for the activity and thus testifies to the crisis of the very foundations of education. In the concluding part, we will try to open and interpret those cities that are proving to be the decisive causes of this crisis, starting with the question of an increasingly questionable future. Depending on the initial question, we will try to shed light on the historical context and paradigmatic background in which concepts and ideas about motivation enter the language of educational sciences and become part of school practice. This would open up different starting points for thinking about the increasingly frequent efforts around new methods of motivation, which also seem to be understood in terms of the ongoing crisis in education, which extends widely from the already conducted revaluation of knowledge to the end of the future as open possibilities.
B.06 Other
COBISS.SI-ID: 3442775The distinctly utilitarian attitude towards knowledge is the result of a longer historical process. Significant features outlined and marked the social changes of the 20th century. Especially with the transition from the Fordist to the postfordist way of organizing not only production but the whole of society. Knowledge is thus confronted with commodification, as knowledge, science and school (educational institutions) increasingly operate according to the principles of economics, become commodities and are left to the market. Knowledge itself and its value thus more or less depend on the direct and immediate applicability and profitability of a certain knowledge. With the constant search for meaning in the direct applicability of knowledge and the weakening of the symbolic authority of knowledge, the very social position of knowledge also deteriorates. Thus, on the one hand, society has its mouth full of slogans about the knowledge society, on the other, ignorance, lies and truthfulness have become part of everyday life. In this paper, we will rely on Marcel Gauchet's thesis on external knowledge. Gauchet writes that the perspective that understood knowledge as a condition of establishing man as a subject has been replaced by an understanding that sees knowledge as uncharacteristic of the individual. The idea that we have yet to become subjects through education has been replaced by a consensus that puts the individual before knowledge. In education, there is thus an implicit assumption that the individual exists independently of knowledge. The consequence of transformation is thus a constant giving or finding of meaning in individual usability, and at the same time knowledge as such acts as something superfluous and meaningless. That is why students often, says Gauchet, see no reason to be interested in a particular subject and do not understand what they would be learning. The knowledge offered to them by the school seems arbitrary to them. Hence, according to Gauchet, the rejection of knowledge and school institutions in general, lack of motivation, etc. We are faced with the contradiction that there is a very strong symbolic investment in school and school success in our society, but at the same time this investment is accompanied by a general disqualification of all activities that are a condition for acquiring knowledge. In the context defined above, we will try to outline the starting points and assumptions of how to think and understand the value and meaning of knowledge today. That is, how to deal with the situation of knowledge and knowledge today.
B.06 Other
COBISS.SI-ID: 3442519As part of the international TIMSS survey, Slovenia records alarming data on low motivation for learning, knowledge and school work among pupils at the primary and secondary school level and even among high school graduates, just before entering study. Motivation in Slovenia is among the lowest in a large group of countries in the world that regularly conduct international research. At the same time, our knowledge is relatively good, which means that it does not reflect the usual positive connections between school achievements and motivation for school work, which are typical of most developed countries. Low motivation can be an obstacle to effective teaching, so it should be raised. Motivation is a complex concept that manifests itself through various measurable factors. In this paper, we will show some results of research on the relationship of motivation factors with three content sets of factors: the relationship of student motivation to learn with the home environment, cultural and academic capital at home; the role, importance and challenges that student motivation brings to classroom teaching; attitude towards motivational factors at the school level. Basic regression and correlation analyzes between factors and achievement showed that motivational factors are differently related to knowledge in different groups of students, such as girls and boys, and learning less and more successful students. We will highlight the most strongly related motivational factors related to knowledge and teaching, as well as those that indicate the necessary and at the same time feasible intervention in the system in order to increase motivation and better support effective learning and attitude towards knowledge.
B.06 Other
COBISS.SI-ID: 3443031The results of international research TIMSS and PISA from previous years show that in the field of these factors there are conflicting results in the field of learning motivation and achievement on the TIMSS and PISA test, namely Slovenian students, in contrast to peers from other OECD countries. , to achieve above-average results, report below-average motivation to learn (e.g. OECD 2013 and 2016). With this paper we want to address the mentioned contradiction in the results, focusing on the results of the PISA 2012 (n = 5911) and 2015 (n = 6151) surveys, which cover Slovenian 15-year-olds. In the study we conducted on this topic, we were mainly interested in the following: what are the factors of the learning environment that have the greatest effect on learning motivation in the Slovenian school environment? As the PISA research separately identifies different aspects of learning motivation (joy of learning science or mathematics, instrumental motivation to learn science or mathematics and perceived self-efficacy in these areas), we were particularly interested in the effects of individual environmental factors on various aspects of learning motivation.
B.06 Other
COBISS.SI-ID: 3443287