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学校段階を基準とした動機づけ始発方略の獲得時期に関する探索的検討
https://naragakuen.repo.nii.ac.jp/records/213
https://naragakuen.repo.nii.ac.jp/records/213296477e7-3d1c-4bbb-8824-d1ba05bee6b5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文PDF (1.6 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||||||||||||
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| 公開日 | 2016-03-11 | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | 学校段階を基準とした動機づけ始発方略の獲得時期に関する探索的検討 | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | The acquisition of motivation regulation strategies across a wide educational period: a pilot study | |||||||||||||||||
| 言語 | en | |||||||||||||||||
| 言語 | ||||||||||||||||||
| 言語 | jpn | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | 動機づけ調整方略｜学校段階｜自己調整学習 | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | motivational regulation strategy | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | educational stages | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 言語 | en | |||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||
| 主題 | self – regulated learning | |||||||||||||||||
| 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 | journal article | |||||||||||||||||
| 著者 |
高木, 悠哉
× 高木, 悠哉
× 赤間, 健一
× Takaki, Yuya
× Akama, Kenichi
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| 抄録 | ||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||
| 内容記述 | Abstract：In the past decade, several researchers have proposed some seminal questionnaires that measure motivational regulation strategies. As a results, motivation regulation seems an important role during learning and achievement of academic tasks. In spite of these meaningful researches have accumulated, there have been a few studies that have focused developmental dimension of motivation regulation strategies. In this study, we collected the acquisition of motivation regulation strategies across a wide educational period to use retrospective method. Participants were 192 university students provided self-report when they have started using specific motivation strategies and why. Results indicated that most of students used self – consequence for punishment strategy when they were in elementary school. On the other hand, frustration off strategy was employed when they were high school students. The results, but this was pilot study, provide specific motivational regulation strategies may be started by specific educational states. |
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| 書誌情報 |
人間教育学研究 en : Journal for Humanistic Education 巻 2, p. 151-158, 発行日 2014-12-01 |
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| 出版者 | ||||||||||||||||||
| 出版者 | 奈良学園大学人間教育学部 | |||||||||||||||||
| ISSN | ||||||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||||||
| 収録物識別子 | 21889228 | |||||||||||||||||
