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Students’ Attitudes toward Formal Education, Non-Formal and Informal Learning - Stavovi studentica i studenata prema formalnom obrazovanju, neformalnom i informalnom učenju
| Content Provider | Semantic Scholar |
|---|---|
| Author | Plavšić, Marlena Diković, Marina |
| Copyright Year | 2016 |
| Abstract | The purpose of the study was to contribute to the model of formal education, non-formal and informal learning (Coombs & Ahmed, 1974; European Commission, 2001) by exploring students' attitudes towards these three types of education and learning. 553 students of educational sciences, humanities and economics filled in a scale of attitudes towards formal education, non-formal and informal learning. Data on their study year, knowledge about these three types of education/learning, monthly family income and parents' formal education were also collected. Analyses included factor analysis, ANOVA, t-test, Kruskal-Wallis, Mann-Whitney and chi-square test. More favourable attitudes were found among students of educational sciences and humanities and among students with better knowledge about these types of education and learning. Some attitudes were more favourable in the final years, and some remained stabile throughout the higher education period. Students from the higher income groups had a more favourable cognitive and affective attitude component towards formal education than the students from the lowest income group. No differences in the students' attitudes were found regarding their parents' formal education. Implications regarding lifelong learning are made. Key words: knowledge; lifelong learning; monthly income; study group; study year. - Svrha istraživanja bila je pridonijeti modelu formalnoga obrazovanja, neformalnoga i informalnoga ucenja (Coombs i Ahmed, 1974; European Commission, 2001) ispitivanjem stavova studenata i studentica prema tim trima vrstama obrazovanja i ucenja. Skalu stavova prema formalnom obrazovanju, neformalnom i informalnom ucenju ispunjavala su 553 studentice i studenta odgojno obrazovnih znanosti, humanistickih znanosti i ekonomije. Prikupljeni su i podaci o njihovoj godini studija, znanju o te tri vrste obrazovanja i ucenja, mjesecnim prihodima u obitelji i formalnom obrazovanju roditelja. Obrada je ukljucivala faktorsku analizu, ANOVA-u, t-test, Kruskal-Wallis test, Mann-Whitney test i hi-kvadrat. Povoljniji stavovi pronađeni su među studenticama i studentima odgojno-obrazovnih i humanistickih znanosti i među onima s vise znanja o tim vrstama obrazovanja i ucenja. Neki su stavovi povoljniji na zavrsnim godinama studija, a neki su stabilni tijekom studija. Studentice i studenti iz obitelji s visim primanjima imaju povoljniju kognitivnu i afektivnu komponentu stava prema formalnom obrazovanju u usporedbi s onima koji imaju najniža primanja. Nisu pronađene razlike u stavovima studenata i studentica s obzirom na formalno obrazovanje njihovih roditelja. Dane su implikacije vezane uz cjeloživotno ucenje. Kljucne rijeci: cjeloživotno ucenje; godina studija; mjesecna primanja; vrsta studija; znanje. |
| Starting Page | 71 |
| Ending Page | 102 |
| Page Count | 32 |
| File Format | PDF HTM / HTML |
| DOI | 10.15516/cje.v18i1.1336 |
| Volume Number | 18 |
| Alternate Webpage(s) | http://hrcak.srce.hr/file/229223 |
| Alternate Webpage(s) | https://doi.org/10.15516/cje.v18i1.1336 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
