| Project/Area Number |
23530852
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Educational psychology
|
|---|
| Research Institution | Aichi University of Education |
|---|
Principal Investigator |
YUGE YOKO 愛知教育大学, 教育学部, 教授 (80335827)
|
|---|
| Co-Investigator(Renkei-kenkyūsha) |
YAMANAKA KAZUHIDE 兵庫教育大学, 大学院学校教育研究科, 准教授 (50304142)
|
|---|
| Project Period (FY) |
2011-04-28 – 2016-03-31
|
| Project Status |
Completed (Fiscal Year 2015)
|
| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
|---|
| Keywords | 教師 / 指導性 / 指導行動 / 学級課題 / 学級連帯性 / 協同 / リーダーシップ / 小学校 / 課題状況 / 志向性 / 学級集団 / 多様性 / 学級目標 / 課題共有 / 対立 / 連帯性 / 学級の課題状況 / 課題の一致性 / 学習意欲 / 児童認知 / 目標の一致 |
|---|
| Outline of Final Research Achievements |
The present research investigated the classroom or pupils’ task effects of teachers’ instructional “confront the task considerately” strategy as two discrepant leaderships’ integration. In study 1, elementary school pupils (N= 2,250) completed a questionnaire measuring their classroom teacher’s instructional behaviors, their task motivation, cooperation, and school life orientation. The results revealed that fifth- and sixth grade learning orientation students increased their task motivation and classroom solidarity with teachers’ “confront the task considerately” strategy. In study 2, elementary school pupils (N=120) completed a questionnaire measuring the properties of cooperative classroom activities and not-cooperative ones. The results suggested task situation in which pupils contacted with outgroup promoted their cooperation and learning motivation through their teachers’ “confront the task considerately” strategy.
|
