This study attempts to reject the stereotype that competition is not a desired personal characteristic and a specific motivational factor. We have investigated and revealed positive dimensions and statistically significant correlations between the self-concept and mo-tivation to learn. The new model of self-concept, based on different kinds of competition and motivation to learn, has been postulated. Some arguments have been provided to assume that this model differs from culture to culture. For this reason, the participants from three coun-tries took part in the study. Countries were chosen on the basis of political and cultural indi-cators in Eastern/Southern versus Western/Southern European characteristics: Slovenia, Ser-bia and Spain. The study comprised of 225 Slovenian, 99 Serbian and 140 Spanish partici-pants. There are two particular goals of the research. The first is to find out whether there are any differences in self-concept, motivation to learn and competition among participants from different countries. According to the second goal, the investigation of the correlations betwe-en self-concept, motivation to learn and competition within each national group is underlined. Some quantitative methods of social sciences have been used to achieve these goals. We found out that the cultural indicator has a significant impact on self-concept, motivation to learn and competition. Further to this, we argue that the “Southern” disposition predominates over Eastern as well as Western dimensions, which means that Slovenians are among the more competitive participants.
COBISS.SI-ID: 2254935
From the systems model of human behaviour we are selected several dimensions of human being, which are important for motivation for visual art education. The empirical study shows, that cognitive dimension is the most important to be succesfull in visual art classes
COBISS.SI-ID: 2239831
From the theory are proceeding three approaches toward the question about the acquiring of the knowledge in vocational education: on the knowledge, on the standards and on the integration based approach. On this basis the theoretical model has been designed and the comparison has been done with empirical findings. Firstly, the attitudes has been introduced towards subjects catalogues of knowledge, then we find out, which knowledge, general, professional or practical, is more characteristic for our students in the practice of vocational education, respectively we are trying to find out whether integrative model of acquiring of knowledge prevailed
COBISS.SI-ID: 2224727