| Project/Area Number |
21530684
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | Nagoya University (2010-2011)
Osaka University (2009) |
|---|
Principal Investigator |
NAKAYA Motoyuki 名古屋大学, 教育発達科学研究科, 准教授 (60303575)
|
|---|
| Co-Investigator(Renkei-kenkyūsha) |
WATANABE Yayoi 法政大学, 文学部, 教授 (00210956)
NISHIGUCHI Toshifumi 中部大学, 人文学部, 准教授 (70343655)
|
|---|
| Project Period (FY) |
2009 – 2011
|
| Project Status |
Completed (Fiscal Year 2011)
|
| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2011: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2010: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
|---|
| Keywords | 多面的目標 / 学級構造化 / 児童 / 教師 / 自己 / 教室 / 教室談話 / 学習 / 動機づけ過程 / 混合研究法 |
|---|
| Research Abstract |
This study examined the relations of teacher's classroom management, classroom structure, and children's academic as well as social goals. Children's learning activities are affected by social contexts in the classroom(e. g. Brophy, 2004 ; Wentzel, 2002). Teacher's instructional behaviors for managing classroom would have important role for children's academic and social motivation, because their behaviors could specified the structures in classrooms. However, only few studies have revealed that the important role of teacher's behaviors in promoting children's multiple goals(c. f. Ryan, Hicks,1997). Therefore, it is needed to examine what features of teacher's behaviors promote children's positive social and academic outcomes(Nakaya, 2007). The purpose of this study was to examine the effects of teacher's management behaviors on classroom structures and children's academic and social goals setting. Participants : One hundred sixth graders in three classrooms.
As a result,(1) Classroom Differences in Correlations among teacher's behavior, classroom structure, and children's goals were differed by each class.(2) Teacher's classroom behaviors at the first semester were influenced on structure and multiple goals at the second and third semester The importance of social climate in children's learning processes were discussed.
|
