hrvatski

Stavovi studentica i studenata prema formalnom obrazovanju, neformalnom i informalnom učenju

The purpose of the study was to contribute to the model of formal education, nonformal 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 chisquare 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 stable 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. Svrha istraživanja bila je pridonijeti modelu formalnoga obrazovanja, neformalnoga i informalnoga učenja (Coombs i Ahmed, 1974 ; European Commission, 2001) ispitivanjem stavova studenata i studentica prema tim trima vrstama obrazovanja i učenja. Skalu stavova prema formalnom obrazovanju, neformalnom i informalnom učenju ispunjavala su 553 studentice i studenta odgojno obrazovnih znanosti, humanističkih znanosti i ekonomije. Prikupljeni su i podaci o njihovoj godini studija, znanju o te tri vrste obrazovanja i učenja, mjesečnim prihodima u obitelji i formalnom obrazovanju roditelja. Obrada je uključivala 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 humanističkih znanosti i među onima s više znanja o tim vrstama obrazovanja i učenja. Neki su stavovi povoljniji na završnim godinama studija, a neki su stabilni tijekom studija. Studentice i studenti iz obitelji s višim 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 učenje.

cjeloživotno učenje ; godina studija ; mjesečna primanja ; vrsta studija

nije evidentirano

engleski

Students’ attitudes toward formal education, non-formal and informal learning

The purpose of the study was to contribute to the model of formal education, nonformal 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 chisquare 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 stable 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. Svrha istraživanja bila je pridonijeti modelu formalnoga obrazovanja, neformalnoga i informalnoga učenja (Coombs i Ahmed, 1974 ; European Commission, 2001) ispitivanjem stavova studenata i studentica prema tim trima vrstama obrazovanja i učenja. Skalu stavova prema formalnom obrazovanju, neformalnom i informalnom učenju ispunjavala su 553 studentice i studenta odgojno obrazovnih znanosti, humanističkih znanosti i ekonomije. Prikupljeni su i podaci o njihovoj godini studija, znanju o te tri vrste obrazovanja i učenja, mjesečnim prihodima u obitelji i formalnom obrazovanju roditelja. Obrada je uključivala 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 humanističkih znanosti i među onima s više znanja o tim vrstama obrazovanja i učenja. Neki su stavovi povoljniji na završnim godinama studija, a neki su stabilni tijekom studija. Studentice i studenti iz obitelji s višim 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 učenje.

knowledge ; lifelong learning ; monthly income ; study group ; study year

nije evidentirano