# Quality Management System in Shaping Students' Pro-Quality Attitude in the Era of Industry 4.0
## 3 Shaping Students' Pro-Quality Attitude  
The author of this research paper considers the issue of attitude according to the definition presented by [PERSON] [53] (p. 18), as a'relatively stable and coherent cognitive, emotional--motivational and behavioral representation of an entity, related to a certain subject or group of subjects'. Different authors defined this concept from various angles; however, from the work-related point of view, it was considered in very similar ways. For example, according to the definition presented by [PERSON] and [PERSON] in 2018 [54], 'attitude describes a person's relatively consistent evaluations, feelings, and tendencies toward an object or idea'. It is a measurable issue, and in the case of students, its measurement plays an important role [55]. In accordance with both definitions, a pro-quality attitude should be based on a three-component model, which, from the viewpoint of consumers, entrepreneurs, and the economy--including Industry 4.0--must be concluded as:  
* Possessing knowledge concerning quality by a student (from general subject matter and practical issues, which are quality instruments and costs);
* The sense of purpose and appropriateness of proper attitude towards quality in private life, as well as during the performance of work obligations;
* Developed habits of including appropriate attitudes towards quality in one's private and professional life. In the author's opinion, based on literature research presented in the previous part of the paper and his own experience, a pro-quality attitude may be shaped by a number of factors, which are presented in Figure 2. Pursuant to the presented model, these are mainly social-cultural factors (1), examples from school (2), education about quality (3), and additional forms of quality promotion among students (4). For obvious reasons, it mainly refers to students' attitude development; however, the influence of mentioned factors on different groups should also be emphasized. It concerns a direct impact, for example, in the case of an extensive impact created by media or chosen social groups, as well as an indirect impact when students share their attitudes towards quality with their closest environment. At least a partial change of attitude towards quality among people who, due to the engagement in the realization of presented issues, will try to shape other peoples' attitudes, will be an anticipated added value of such interaction. These are mainly teachers changing their behavior related to quality and trying to be a role model for students or media workers expanding their knowledge concerning quality during media material realization. It should be noted that the presented model shows a desired situation. The real interaction from certain directions may be not only neutral but even negative. Such effect is anticipated by the author mainly after the interaction of social-cultural factors (1), due to the constant too-low popularity of the issue of quality in public space, as well as in media (1-3), family talks _(1-1)_ or peer talks _(1-2)_[33]. It leads to a situation in which a conscious, positive impact on the pro-quality attitude development at the site of the school is burdened with the necessity to provide counterweight. Figure 2: A model of factors influencing the development of students’ pro-quality attitude. Source: Own study. In order to increase the effectiveness of performed actions, it is recommended not to limit to process of pro-quality attitude development only to chosen measures presented in the model. On the contrary, it should be multidimensional, coherent, and closely related to the typical activity of the school. As [PERSON] [56] notes: 'Quality cannot function as a separate element. Integrating quality is necessary'. In this article, the author concentrated on the analysis of one element of the system influencing students' attitudes towards quality: school-implemented ISO 9001 quality management system _(2-4)_, being a factor included in the group 'example from school' _(2)_.