How Do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia

Autor/inn/en	Kovac Šebart, Mojca; Kovac, Miha; Vidmar, Tadej; Mažgon, Jasna
Titel	How Do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
Quelle	In: SAGE Open, 12 (2022) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidmar, Tadej) ORCID (Mažgon, Jasna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221087269
Schlagwörter	Foreign Countries; College Students; Reading Habits; Study Habits; Student Motivation; Student Interests; Student Adjustment; Teacher Expectations of Students; Academic Achievement; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Reading habit; Lesegewohnheit; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Studieninteresse; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Slowenien
Abstract	The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thus acquire the knowledge that only this type of study can bring. We therefore emphasize in the conclusion that calling for motivation that is tied to interest may actually have the effect of putting students off reading material that is not related to their direct interest or does not show directly applicable value. The results of the study also show that students are clearly attentive to the requirements and expectations of individual faculty member and therefore adapt their method of study (and the amount they study) in such a way as to satisfy these (frequently low) expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01