摘要：The purpose of the study was to contribute to the model of formal education, non-formal and informal learning (Coombs & Ahmed, 1974; European Commission, 2001) by exploring students’ attitudes towards these three types of education and learning. 553 students of educational sciences, humanities and economics filled in a scale of attitudes towards formal education, non-formal and informal learning. Data on their study year, knowledge about these three types of education/learning, monthly family income and parents’ formal education were also collected. Analyses included factor analysis, ANOVA, t-test, Kruskal-Wallis, Mann-Whitney and chi-square test. More favourable attitudes were found among students of educational sciences and humanities and among students with better knowledge about these types of education and learning. Some attitudes were more favourable in the final years, and some remained stabile throughout the higher education period. Students from the higher income groups had a more favourable cognitive and affective attitude component towards formal education than the students from the lowest income group. No differences in the students’ attitudes were found regarding their parents’ formal education. Implications regarding lifelong learning are made.
关键词：knowledge; lifelong learning; monthly income; study group; study year.
