Publication at Faculty of Education |
2011
Abstract
In our essay we thematize a problem of subjective learning importance from the point of view of pupils' life goals and attribution tendencies. We introduce selected results of study implemented in 2011.
The goal of study was map, what importance secondary school students (N = 126) ascribe to life goals, what learning instrumentality they ascribe to fulfilment these goals and whwhat attribution tendencies they have. The study confirms legitimacy of differentiate between goals importance and learning instrumentality.
The importance of students' internal attribution was confirmed too.