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The Impact of Self-Perception on Vocational Learning


Smith, L and Kling, M, The Impact of Self-Perception on Vocational Learning, Vocational Learning: Innovative Theory and Practice, Springer, R Catts, I Falk, and R Wallace (ed), Dordrecht, pp. 243-258. ISBN 978-94-007-1538-7 (2011) [Other Book Chapter]

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DOI: doi:10.1007/978-94-007-1539-4_16


Self-perception is about how we see and value ourselves. It is also about how we see and value the people and events around us, and in turn, how we believe the outside world sees and values us. As a consequence, self-perception is a major determinant of our goals and ambitions, and our beliefs regarding our capacity to achieve them. This chapter considers the findings of three studies that consider the issues and concepts relating to self-perception that impact on vocational learning. The first study, by Misko, Beddie and Smith, provides evidence that, unless people perceive themselves to be competent learners, they generally will not seek to access formal vocational programmes. The second study, by Margaret Kling, reports on a series of exploratory discussions with seven adult learners, seeking their insights into the impact of self-perception on their learning processes and outcomes. Study three, by Smith and Clayton, highlights the potentially critical role that reflection may play in developing self-perception as a learner, and in turn, in improving learning performance.

Item Details

Item Type:Other Book Chapter
Keywords:informal learning, Epistemological belief, reflective practice, prior learning, learning achievement
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Vocational education and training curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Kling, M (Dr Rose Kling)
ID Code:129527
Year Published:2011
Deposited By:TSBE
Deposited On:2018-12-04
Last Modified:2018-12-06

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