紀要論文 小学校から中学校への学校間移行の学校適応と学習動機に対する影響 (6) : 小中学校の学級の目標構造の安定性と翌年の学業動機や学校適応感に対する影響

臼井, 博

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同じ学年の1学期(T2)と3学期(T3)の間の小学校(24学級)と中学校(12学級)の目標構造の安定性と変化について検討した。熟達目標志向性の目標構造に関して学年ごとに高低の2群に分け,2(調査時期)×2(目標構造の高低)の分析を行った結果,小学生では7か月の間で変化がなかった学級の割合は58.8%だったのに対して,中学生は100%であった。また,T3の目標構造が翌年の学業動機や学校適応感などに対する持ち越しの影響を調べた。熟達目標志向性で高群は,低群に比べると適応的な学習パターンを示した。これと同じ結果は遂行目標においても見られた。つまり,前の学年で遂行目標が低いと認知した学級で学んだ子どもは,高いと認知した子どもよりもレジリエンスが高く,学習時間も長かった。しかし,中学生においては,熟達目標と遂行目標の構造の影響力は小さかった。
We studied the stability and change of goal structures of elementary schools (24 classrooms) and junior high schools (12 class rooms) by investigating the longitudinal data in two periods (T2: first semester and T3: third semester). By deviding the median of the mean score of the goal structures of each class, then, analyzed 2 (period)×2 (types of goal structures). The percentage of unchanged vs. changed were 58.8% among classrooms in elementary schools and 100% among the junior high school classrooms. We also investigated the carry-over effects of goal structures in T3 on the academic motivation and school adjustment in the next year(T4). The students belonging to the classrooms with higher goal structures in mastery goal orientation showed more adaptive learning patterns in comparing with the lower students. And the effects patterns of the performance goal structures were quite similar to the mastery goal. That is to say, the students in the classrooms characterized as lower performance goal structure were more resilient and studied longer time than the students in higher groups. However, these influences of the goal structures were small or negligeable among junior high school students.
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http://sgulrep.sgu.ac.jp/dspace/bitstream/10742/2029/1/JB-99-061.pdf

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