AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
contribution of each individual. The behaviorist approach is
characterized by the fact that the basis of learning must be the
learner´s attitude. The humanistic approach suggests that there is
a natural tendency for humans to acquire new knowledge and
learning as such flourishes in the stimulating environment with
a focus on the development of human personality. The
cognitivist approach views learning as a complex mental activity
and is oriented towards studying and the overall concentration,
attitude and motivation. Furthermore, this paper will
simultaneously take account of all three concepts and their views
on people and education (with regard to the analyzed productive
element of individual consumption) and will also find out which
of them the survey respondents draw their attention to.
According to certain psychologists and educators, key cognitive
processes of learning include insight, understanding, thinking,
rationale, using inductive and deductive logic, and understanding
the broadest possible contexts. They are the basis of long-term
learning and cognition of the essence of different meanings
based on which it is possible to adopt rational decisions or at
least make assumptions. Do individuals actually educate
themselves daily? Do they think about connections and the
events around them? Do they consider the broader context of
long-term fulfillment of their objectives? Or do they merely state
the realities, repeat what they have heard around them, choose
simple alternatives and remain engaged in their present jobs out
of habit or interest? These issues shall be addressed in the
analytical part.
2.1 Alternative approaches to rational decision-making
The basic term in alternative approaches to rational decision-
making is the so-called limited rationality manifested by the fact
that a person is not always able to consistently and immediately
apply cost and benefit calculations, he / she decides under
uncertainty or has insufficient or not always the right
information (Vrbka and Stehel, 2019). His / Her decision may be
influenced by the amount of effort to obtain information or is
made under the influence of emotions. Human psychology has a
great influence in that respect, as studied by behavioral
economics, and an optimally satisfactory solution to one´s
situation is therefore realized.
Also, behavioral economics addresses specific circumstances of
an individual´s failure and causes of crises or economic
problems. They are justified by the fact that everyone´s
behaviour is equally irrational consequently resulting in the
emergence of market bubbles. See more, for instance, in the
summary of key characteristics according to Psárska (2018b, pp.
3).
2.2 Determinants of decision-making about education as
a productive element
The main idea of education and learning is a change in one´s
behaviour resulting in better and more meaningful decisions. It is
advisable to choose a rational-empirical approach to the change,
i.e. the change of a planned nature that is related to the
productive side of decision-making. The planned change is an
intended, purposeful process of influencing the current state of
an individual, a household, a group or an organization in order to
improve their life, work or other conditions provided that the
participants of change work together.
The basic groups of factors shaping the decision making
mechanism of individuals and households involve economic,
social, demographic and other determinants, and also include
psychological factors. In the first step and in connection with the
productive elements of consumption, the most important and
decisive are considered to be economic factors as a prerequisite
for their application, also with regard to expenditures on
education and decisions about them, which allow financial
resources to be spent on education. The economic factors
encompass cash incomes, expenses, savings and propensities to
them, price levels, mutual price relations, loans and / or debt
rates (Barros, 2018). According to behavioral economics, one
prefers to choose an alternative that brings about a change in
wealth, which is definitely possible in terms of productive
elements of consumption (in this case education). Demographic
factors related to decision-making take into account a size of
household, age of its members, trends, social affiliations to
a particular household type, concerns of household members
about losing their jobs and a number of other elements causing
their immediate feedback on the changed situation. Other factors
involve, for instance, a place of residence, habits, and traditions
formed on the basis of natural, climatic, historical or cultural
conditions, also taking into account certain national
characteristics. This group of factors may also include accepting
the values of consumer society, noticeable changes towards
greening and awareness of one's responsibility. There are several
additional factors as well and many of them are directly or
indirectly involved in the formation of expenditures and an
attitude to education, although their impact is rather individual,
as shown in this research, where particular directions and basic
lines in decision-making arise in groups, being the main focus of
the analytical part.
Since the behavioral approach is based on the premise that
human behaviour is motivated by two main systems, namely
seeking a reward or opposing a loss (Psárska, 2018b, p. 3), it is
necessary to reflect on what reward is produced by productive
elements of consumption embodied in education, and whether
there is any danger of loss in them? And how can productive
elements of consumption protect households against future
risks? In this respect, there are useful studies directed to analyses
of decision-making and possibilities of how to encourage people
to make better decisions, which can be of great help in policy-
making and corresponding targeted actions.
It is possible to look at education decision-making from several
psychological viewpoints, with the changes being primarily
embodied either in measurable learning outcomes (which are
observable) as well as outcomes that are directly unobservable
(and occur in one´s mind) or in the effort, activities and search
for learning opportunities and continuous improvement (Baker,
2019). The changes in activities are linked to the concept of an
individual´s motivation. However, what level of motivation may
be observed when there are people who do not like changes,
avoid them and subsequently lack the desire to continue to learn
and grow? What part of the population has this approach to
changes? What may the approach eventually lead to? Is it
possible to see the approach at least as partially rational? It may
be argued that more people (and even young people) are affected
by this than one would have expected (Crozier et al., 2008).
According to Popjaková (2015, pp. 268), young people are not
sufficiently aware of the importance of life-long learning and do
not draw enough attention and importance to it in their lives.
Some have their own barriers that require a specific type of
intervention, making situations even more complicated, and not
always do they try to solve them, but opt for less resistance and
prefer the current state or comfort to a more complicated
solution to situations. In terms of individuals´ performance, it is
essential to focus on their motivation, satisfaction, and
engagement in the learning process and then their working life,
which will result in the individuals´ greater contribution and
added value. Consequently, not only does it affect business
performance, but also the economy as a whole as labour is the
key factor for any advanced country´s success in the future.
2.3 Education as the key factor for socio-economic
performance of countries
Education system and the level of attained education make major
contributions to the long-term economic growth and good
quality of life. The basic idea is that specific products of
education involve knowledge and skills that improve the position
of an individual and a particular country in the present
competitive environment. Given the SR´s relatively small, open
and export-driven economy, with the main source of growth
being human resources (even with regard to automation and
robotics), the issue discussed is therefore considered to be
significant in connection with the country's future development.
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