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Title:MOTIVACIJA ZA UČENJE PRI IZREDNEM ŠTUDIJU
Authors:ID Raztresen, Sabina (Author)
ID Miglič, Gozdana (Mentor) More about this mentor... New window
Files:.pdf VS_Raztresen_Sabina_2012.pdf (997,17 KB)
MD5: 2D6EF3A9379062785D624C670284393B
PID: 20.500.12556/dkum/e848bbb1-5f46-4796-a55c-cfac4020c228
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FOV - Faculty of Organizational Sciences in Kranj
Abstract:Učenje je pomembna vseživljenjska dejavnost. Učiti se začnemo takoj, ko pridemo na svet. V otroštvu in mladostništvu je izobraževanje zakonsko obvezno. Pri odraslih je zaželeno, čeprav bi tudi lahko že rekli, da je nujno. Potrebna je motivacija, ki pa je za učenje pri izrednem študiju izredno pomembna. Najprej jo moramo imeti nato pa obdržati, da bomo lažje in bolje živeli. V diplomskem delu smo pisali o motivaciji za učenje pri izrednem študiju. Razdeljeno je na teoretični in empirični del. V prvem delu diplomskega dela smo predelali teoretične osnove izobraževanja ter motivacije. Začeli smo z učenjem in izobraževanjem odraslih, omenili smo izobraževalni sistem ter zakonsko opredelili izredni študij. Zatem smo se osredotočili na motivacijo. Opredelili smo pojma motiv in motivacijski krog, temu pa sledi predstavitev izbranih motivacijskih teorij. Te smo razdelili na vsebinske, procesne ter dodatne motivacijske teorije. Za diplomsko delo so pomembni dejavniki motivacije za učenje in ovire pri izobraževanju odraslih. V empiričnem delu diplomskega dela pa smo naredili raziskavo o motivih za študij pri izrednih študentih Fakultete za organizacijske vede. V raziskavi smo ugotovili, da je zaposlenost izrednih študentov zelo dobra, in da več kot polovici anketirancev izredni študij časovno bolj ustreza. 94 odstotkov anketirancev okolje spodbuja pri izobraževanju, 60 odstotkov anketirancev pa se počuti prikrajšane za čas z družino, ko so za knjigami. Posebna pozornost pa je bila namenjena zunanjim in notranjim dejavnikom, ki motivirajo učenje. Najpogostejši notranji dejavnik motivacije je želja po zaključku študija. Najpogostejši zunanji dejavnik motivacije pa je napredovanje pri delu, kmalu za tem pa nova zaposlitev. Prišli smo do predlogov kako vzpodbuditi izredni študij in kako se spopasti s hitrim tempom življenja. Pripomoglo bi znižanje šolnine, večja spodbuda okolja, predvsem delodajalcev, bolj privlačni študijski programi s poudarjanjem zaposlitvenih možnosti, zanimivejša predavanja ter bolj dostopni profesorji. V teoretičnem delu diplomskega dela smo uporabili opisno metodo, v raziskavi pa smo podatke zbirali z anketnim vprašalnikom.
Keywords:izobraževanje, motivacija, motivacija za študij, izredni študij
Place of publishing:Kranj
Year of publishing:2012
PID:20.500.12556/DKUM-22027 New window
COBISS.SI-ID:7023891 New window
NUK URN:URN:SI:UM:DK:KZCCZAXL
Publication date in DKUM:01.06.2012
Views:2174
Downloads:216
Metadata:XML DC-XML DC-RDF
Categories:FOV
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Secondary language

Language:English
Title:MOTIVATION FOR LEARNING IN PART-TIME STUDY
Abstract:Learning is an important lifelong activity and it begins as soon as we come into the world. During childhood and adolescence learning is mandatory by law. With adults, it is desirable, but one could also say that it is necessary. We need motivation for learning, which is extremely important in part-time study. First, we must have it and then keep it. In order to live easier and better. In this thesis we wrote about the learning motivation during part-time study. The thesis is divided into the theoretical and the empirical part. In the first part of the thesis, we presented the theoretical basis of education and motivation. We started by presenting the learning and educating process with adults, we mentioned the education system and legally defined part-time study. Then we focused on motivation. We defined the concepts motivation and motivational circuit, followed by the presentation of selected motivational theories. These we divided by content, process and additional motivational theories. For this thesis the important topics are factors of motivation to learn and barriers to adult education. In the empirical part of the thesis, we did the research on the learning motives for part-time students studying at the Faculty of Organisational Sciences. In this study we found out that the employment of part-time students is very good, and that more than half of the part-time respondents prefers this type of study. 94 percent of the respondents are encouraged to study by the environment. 60 percent of the respondents feel deprived of their time with their families when they study. Special attention was paid to external and internal factors that motivate learning. The most common internal factor of motivation is the desire to graduate. The most common external motivational factor is promotion at work, soon followed by the next factor, a new job. We came to the suggestions on how to encourage part-time study and how to cope with the fast pace of life. It would help to reduce the tuition fees, a bigger encouragement by the environment (particularly from the employers), more attractive study programs by focusing on employment opportunities, interesting lectures, and more accessible teachers would also be welcome. In the theoretical part of the thesis, we used the descriptive method, in the research we collected the data with a survey.
Keywords:education, motivation, motivation for studying, part-time study


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