ID | 66773 |
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Sort Key | 8
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Title Alternative | High-school Students’ Recognition in Learning and Relationship between Recognition in Learning and Subjective School Adjustment -An Examination of Reminiscence Method-
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FullText URL | |
Author |
MISHIMA, Tomotaka
Center for Teacher Education and Development, Okayama University
Kaken ID
YAMADA, Yohei
Graduate School of Education, University of Teacher Education Fukuoka
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Abstract | 本研究の目的は,高校生の学習に対する認識の検討および学校適応感との関連を検討することであった。学習に対する認識として本研究では学習観と協同作業認識に着目した。入学間もない大学1年生を対象に高校時を想起させて回答を求め,109名を分析対象とした。主な結果として(1)学習観の下位尺度のうち「方略志向」が最も高いこと,(2)植木(2002)との比較において「方略志向」を志向する人数が増えていること,複数または3つ全ての下位尺度で高群に分類される対象者が本調査には多いこと,(3)協同作業について肯定的な捉えを有している可能性があること,(4)協同作業について肯定的な捉えがあるほど学校適応状態が良好であることが示唆された。
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抄録(別言語) | The purpose of this study is to investigate the high-school students’ recognition in learning and relationship between recognition in learning and subjective school adjustment. The aspects of the high-school students’ recognition in learning were analyzed based on “learning belief” and “belief in cooperation” . In total, 109 university freshmen were participated in a questionnaire. Participants were instructed to fill out a questionnaire by recalling a time they were in high school students. Major findings were as follows. (a) Among learning belief, the score for the “strategy-oriented” was highest. (b)Compared to Ueki(2002), the number of people who had “strategy-oriented” and multiple factors were increased. (c)High-school students may have a positive cognition of belief in cooperation. (d)High-school students had a relationship between positive cognition of “belief in cooperation” and “subjective school adjustment” .
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Keywords | 学習観 (learning belief)
協同作業認識 (belief in cooperation)
学校適応感 (subjective school adjustment)
高校生 (high-school students)
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Note | 研究論文
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Publication Title |
Bulletin of Center for Teacher Education and Development, Okayama University
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Published Date | 2024-03-29
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Volume | volume14
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Publisher | 岡山大学教師教育開発センター
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Publisher Alternative | Center for Teacher Education and Development, Okayama University
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Start Page | 71
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End Page | 85
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ISSN | 2186-1323
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Content Type |
Departmental Bulletin Paper
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OAI-PMH Set |
岡山大学
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language |
Japanese
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Copyright Holders | Copyright © 2024 岡山大学教師教育開発センター
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File Version | publisher
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Eprints Journal Name | cted
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