| Project/Area Number |
17K17881
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Developmental mechanisms and the body works
Sports science
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
Nakasuga Takumi 兵庫教育大学, 学校教育研究科, 准教授 (10712218)
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| Project Period (FY) |
2017-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2020: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2017: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 熟達雰囲気 / 成績雰囲気 / 協同雰囲気 / 体育授業 / 学習意欲 / 発達段階 / 体育心理学 / 動機づけ雰囲気 |
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| Outline of Final Research Achievements |
The purpose of this study was to examine the relationship between the motivational climates in physical education classes and students' motivation to learn during three years of junior high school. In a three-year longitudinal study, junior high school students were surveyed nine times with an interval of four months. The main results showed that a mastery climate and cooperative climate increased the students' motivation to learn, while a performance climate decreased their motivation to learn and increased their anxiety. In the intervention study, the effects of a mastery climate in physical education classes on students' motivation to learn were examined, and a mastery climate improved students' motivation to learn. The results of this study showed that the students' motivation to learn in physical education classes was enhanced by the mastery climate and cooperation climate.
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| Academic Significance and Societal Importance of the Research Achievements |
これまでの動機づけ雰囲気や学習意欲に関する研究では確かめられてこなかった発達段階という観点から学習意欲の変化や体育授業に求められる雰囲気づくりが明らかとなった．特に中学生段階において，多くの研究で示されてきた意欲的側面の低下を防ぎ，なおかつ向上させる要因に熟達・協同雰囲気が貢献できることを確認した点に学術的な意義がある．また学習意欲向上に必要な熟達雰囲気や協同雰囲気づくりでは，教師の生徒への期待や感情を高めるような発言を充実させることが大切であることを実践研究を通して明らかにできた．これらの成果を通して，体育学習の指導法や雰囲気づくりに有用な知見を提示できたことの社会的意義は大きいと考える．
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