動機づけ要因が自己調整学習と学業成績に及ぼす影響 - 韓日中学生における比較を中心に-
Effects of Motivation Factors on Self-Regulated Learning and Academic Achievement : Focusing on the Comparative Study on Junior Hgh School Students in Japan and Korea
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
本研究の目的は、①韓国と日本の中高生が学業成績の規定因として大事だと思う要因は何かを確かめ、②ま た韓日両国の中学生における動機づけ要因が自己調整学習へどのような影響を及ぼしているか、更にその影 響を受けた自己調整学習方略が学業成績にどのように影響を及ぼしているのかを比較しながら検討するもの である。進んで、本研究から得られた知見をもとに、他の科目より意志的要因が要求されるはずの外国語学習 (韓国の学習者は日本語、日本の学習者は韓国語)に適用するためのものである。①では成功的な学習成果のカ ギを、中学生は 努力、興味関心といった内的要因に帰属する傾向があったが、高校生は、６つの規定因(1．頭 のよさ、2．努力、3．環境のよさ、4．興味・関心、5．教え方、6．運のよさ)を全般的に取ろうとする傾向が あった。韓日中高全グループの学習者とも学習活動をするとき、「同一化的調整」の動機づけ類型を最も多く 使用した。 ②の目的を検証するため、韓国と日本の中学生100名を対象に、因果モデルを構成し、多母集団比較を行っ た。その結果、自己効力感、学習目標といった「動機づけ要因」からメタ認知、努力管理方略といった「自己 調整学習」要因への影響指数は、二つのグループ間に差が見られなかった。これは動機づけ要因が地域に関 係なく自己調整学習に影響を及ぼしていることを意味する。しかし、「動機要因」から影響を受けた「自己調 整学習」が「学業成績」に及ぼす影響力は二つのグループ間でかなり差があり、地域間の違いがみられたた め、この規定因を一般化することはできなかった。
Abstract
There are two purposes in this research. The primary purpose is to see what kind of motivation style learners have in two countries: Japan and Korea. The other is to confirm how different motivation factors would affect self-regulated learning, in addition, how the self-regulation learning strategies they received would influence their academic achievements. Junior high school students tend to be influenced by specific internal factors such as personal effort and interest, while high school students were not influenced by a particular factor but by a number of different factors. These findings were based on examining the determinants of academic achievements that are regarded as important for junior high and high schools in Japan and Korea, with the sample size of consisting of 100 people each. The most prominent type of motivation that influenced the learning activity of students in both countries and both age groups was “identified regulation.” The causal model was composed of 100 Japanese junior high school students and 100 Korean junior high school students, and multi-populations were compared. As a result, there was not so much of a difference between the two groups in the degree of influence by "motivation factors" such as self-efficacy and mastery goal to "self-regulated learning,” including metacognitive strategies and effort strategies. So this means that motivation factors support self-regulated learning regardless of the geographic area of study. However, it was impossible to make generalizations by country because Japanese junior high school students and Korean junior high school students showed differences in degree of influence of “self-regulated learning,” affected by “motivation factors,” to “academic achievements.”
참고문헌 (17)
- 初等中等教育における当面の教育課程及び指導の充実・改善方策について(答申), "中央教育審議会", ~ (2003)
- 朴主言, "学習者の内的要因と学業成績との関係(3) ―初期意志(動機的要因)と持続意志(自己統制)を考慮 したモデルの構築", 早稲田大学教育学研究科紀要, 17(1), pp.73~83 (2009)
- Ames, C., "Achievement goals in the classroom : Students' learning strategies and motivational processes", Journal of Educational Psychology, 80, pp.260~267 (1988)
- Elliot, A. J., "A Hierarchical Model of Approach and Avoidance Achievement Motivation", Journal of Personality and Social Psychology, 72, pp.218~232 (1997)
- Elliot, E. S., "Goals: An approach to motivation and achievement", Journal of Social and Personality Psychology, 54, pp.5~12 (1988)
- Garner, R., "When children and adults do not use learning strategies", Review of Educational Research, 60, pp.517~530 (1990)
- Miller, R. B., "Goal and perceived abilities; Impact on student valuing, self-regulation, and persistence", Contemporary Educational Psychology, 18, pp.2~14 (1993)
- The report Learners for Life: Student Approaches to Learning analyses the PISA 2000 results, "OECD", ~ (2003)
- Palmer, D. J., "Learning and study strategies: Issues in assessment, introduction, and evaluation" (1988), Academic Press
- Parlincsar, A. S., "Metacognitive strategy instruction", Exceptional Children, 53(2), pp.118~124 (1986)
- Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Educational Psychology, 82, pp.33~40 (1990)
- Ryan R. M., "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being", American Psychologist, 55, pp.68~78 (2000)
- Zimmernan, B．J, "Development of a structured interview for assessing student use of self-regulated learning strategies", American Educational Research Journal, 23, pp.614~628 (1986)
- Zimmernan, B．J．, "A social cognitive view of Self-Regulated Academic Learning", Journal of Educational psychology, 81, pp.329~339 (1989)
- Zimmernan, B．J, "Construct validation of a strategy model of student self-regulated learning", Journal of Educational psychology, 80(3), pp.284~209 (1988)
- Zimmernan, B．J, "Student difference in self-regulated learning; Relating grade, sex, and giftedness to self-efficacy and strategy use", Journal of Educational psychology, 82, pp.51~59 (1990)
- Weinstein, C. E., "Cognitive learning strategies and college teaching", New Directions for Teaching and Learning, 45(Spring), pp.15~26 (1991)