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中学生の自律的学習に関わる動機づけならびに学習方略の質と，自己効力感，および学習を支える「持続性」と「感受性」の要因との関係
https://doi.org/10.24727/00027907
https://doi.org/10.24727/000279074dc92541-7b89-4f6a-8d24-3fe33d621467
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KK30001.pdf (426.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2018-09-03 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 中学生の自律的学習に関わる動機づけならびに学習方略の質と，自己効力感，および学習を支える「持続性」と「感受性」の要因との関係 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Relationship between the quality of an incentive and learning stratagies affecting autonomous learning of the junior high student and both a feeling of self efficacy and the factor of durability and sensitivity to be able to support learning | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 動機づけ | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | メタ認知 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 自己調整学習 | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24727/00027907 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
皆川, 直凡
× 皆川, 直凡
× MINAGAWA, Naohiro
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| 所属 | ||||||||||||
| 値 | 鳴門教育大学人間形成コース | |||||||||||
| 抄録（英） | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | As for the mold release motive, as for the school year difference and the sex differences, the thing that was highly individual than contents participation type motive was suggested not clarity for contents whereas I was enhancement−oriented, and a first grader was high as for the contents participation type motive consisting of training intention and the practical use intention, and it was shown in motivational quality as a result of inventory survey for junior high students that a girl was high. In addition, in quality of the learning stratagem particularly intentionality was smart, and an interesting grade difference was detected in stratagem and meta recognition stratagem, and the time called the second grader hit it for a qualitative run−up to convert it to more highly advanced learning stratagem and was considered when I expressed individual difference in the development. Feeling of self−effect about the national language learning was shown to be characterized by a girl being higher than a boy in a first grader. School year differences to support learning between durability and sensitivity that was interesting in the factor were detected and were considered when the time called the second grader was related with a thing at the time when individual difference in the development in the durability and the sensitivity became remarkable. About a feeling of self−effect about the national language learning, three intention sorted by contents participation type motive was much than three intention divided into a mold release motive for contents higher, and the absolute value became all meaningful. It is a result to suggest that a feeling of self−effect about the national language learning is formed by the sufficiency of the desire about learning contents. In addition, a feeling of self−effect about the national language learning was meaningful correlation to all “tendencies （learning stratagem）of the learning”, and, in particular, correlation with the meta recognition stratagem was high. It is thought that this result is evidence of being formed by acquisition of the meta recognition stratagem that a feeling of self−effect about the national language learning chooses appropriate learning stratagem depending on time and a case. Furthermore, the durability that was a factor to be able to support 3 intention and learning divided into a self−feeling of about the national language learning effect and contents participation type motive and the correlation with the sensitivity became meaningful together. Between “the durability” to support learning and 3 intention sorted among each “tendency factor of the will to learn” by contents participation type motive, meaningful equilateral correlation was found. From these results, as a factor to support will to go to the improvement of learning contents, it became clear that sensitivity was important the durability together. Finally it was based and showed a viewpoint of the application to an educational practice and did the result of this study with the summary of this study. | |||||||||||
| 言語 | en | |||||||||||
| 書誌情報 |
ja : 鳴門教育大学研究紀要 en : Research bulletin of Naruto University of Education 巻 30, p. 1-15, 発行日 2015-03-13 |
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| 出版者 | ||||||||||||
| 出版者 | 鳴門教育大学 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者(別表記) | ||||||||||||
| 出版者 | Naruto University of Education | |||||||||||
| 言語 | en | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 1880-7194 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12124651 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版物サブタイトル | ||||||||||||
| 値 | 教育科学編 | |||||||||||
| 出版物サブタイトル(別表記) | ||||||||||||
| 値 | Education Sciences | |||||||||||
| 本文の有無 | ||||||||||||
| 値 | 本文あり | |||||||||||
