Effect of Self-Management for Developing Basic Social Skills on Classroom Performance among Undergraduate Students
西口, 利文 ,
定金, 浩一 ,
谷田, 信一塩見, 剛一
大阪産業大学論集 人文・社会科学編 = JOURNAL OF OSAKA SANGYO UNIVERSITY Humanities & Social Sciences
54 , 2018-03
The aim of this study was to examine the effects of self-management for developing basic social skills on classroom performance among undergraduate students in Japan. We conducted two studies. In the first study, 782 undergraduate students completed a questionnaire on behavioral intentions of self-management for developing basic social skills. Factor analysis revealed four factors of self-management: development, prevention, recovery, and cooperative relationships. In the second study, 373 undergraduate students attending an educational psychology class completed three questionnaires regarding （a） behavioral intention of self-management for developing basic social skills, （b）autonomous motivation, and （c） student apathy, respectively. In addition, we examined students’ performance in the educational psychology class. Results indicated that preventive self-management and identified motivation which was the one of the four subscales on autonomous motivation, partly predicted students’ class attendance and passing rate.