| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1996: ¥200,000 (Direct Cost: ¥200,000)
Fiscal Year 1995: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1994: ¥900,000 (Direct Cost: ¥900,000)
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| Research Abstract |
In the United States of America, many investigators have pointed out that instructional practices which change ability attributions into effort attributions, from the view of attribution theory, are effective on the improvement of motivation for learning. But recently some studies that effort attributions lead children to the learned helplessness are reported and attract investigators' attention. In Japan, it is generally known that the level of motivation for learning declines with rising grade level, even if children attribute their success and failure in classroom situations to their effort.
The purpose of the study was to verify the following hypotheses : 1) The effort attributions of Japanese children do not always result in high motivation for learning. On the other hand, the feelings about effort of them have great influences on motivation for learning. 2) Changing negative feelings about effort in Japanese children into positive ones by instructional practices might contribute to the improvement of motivation for learning.
In conclusion, our findings were in fairly general agreement with above hypotheses.
In a research report of project funded by Grand-in-Aid for Scientific Research, the following papers based on the data I finished analyzing are gathered.
1.An attempt to construct the feelings about effort scale. 2.A study of the image of children who "make efforts" as assessed by their teachers : Its relation to children's feelings about effort, motivation for learning, and academic achievement. 3.The feelings about effort and peer relations in school children. 4.The relations between students' feelings about effort and their attitude toward math. 5.Japanese children's feelings about effort in relation to motivation for learning and academic achievement. 6.The ability of the cognitive editing as one of the indexes of a developmental turnabout. 7.An attempt to make the criteria for the grouping the situations which remind of the effort.
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