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• INVESTIGATION OF FACTORS AFFECTING LIFELONG LEARNING FROM THE ASPECT OF THE IPOO MODEL IN A VOCATIONAL GRAMMAR SCHOOL

  57-68

  Előd Gőgh

  Attila Kővári

  Views:

  135

  Developing good views on lifelong learning should not only be one of the goals of all teachers but also national and international strategies. Experiences, how some of the students participating in the training do not see the importance of this in all respects. A study analyzing individual factors of lifelong learning from the student's point of view examined and evaluated the opinions of students of different age groups (Gőgh, 2018). One of the main goals of the study was to explore the factors that students face with regard to lifelong learning, those factors that are most likely to lose their pleasures from learning and which can motivate them. From the point of view of the IPOO learning model, the resulting responses and deductible consequences may also be more clearly illuminated, so it is worth examining them from this approach. The results of the study are from a questionnaire-based study (n = 378), which is representative of the institutions participating in the survey, the BGéSZC Kossuth Lajos Bilingual Vocational Secondary School of Technology. It is worth thinking about the honest responses of students because they can include consequences on the institutional level and in general, with which learning motivations and willingness to learn can also be influenced in a positive direction that is essential for lifelong learning.

• RELATIONSHIP BETWEEN LEARNING MOTIVATIONS AND LABOR MARKET EXPECTATIONS

  51-63

  Rita Pálosi

  Anita R. Fedor

  Views:

  183

  Publications on student motivation in learning are available in Hungarian as well as in English-language scientific literature. The present study is aiming to focus on the connection between the motivation of learning and finding work in the labor market.  The actuality of the topic is based on the fact that young people in front of a career choice mostly apply for higher education and there are only fewer of them willing to learn a profession. Is everyone really that motivated to learn?  What are the external and internal factors that motivate the individual to learn? Does family background have an impact on the performance of the student? We have been looking for answers to these questions. According to our primary results, the majority of the examined young adults are willing to continue to study after high-school graduation. That is how they think they will later prevail entering the labor market. The most common specializations chosen are health and economy. At the first place of their learning motivation ranking, we find “want to be successful attitude”.