The method to support of school activities depending on class-type for students who required support from the viewpoint of prevention of school refusal
| Project/Area Number |
23730610
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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 |
Educational psychology
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| Research Institution | Aichi University of Education |
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Principal Investigator |
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2014: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 不登校傾向 / 登校義務感 / 学級状況 / 学習方略 / 学習への効力感 / 学級状態 / 自己効力感 |
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| Outline of Final Research Achievements |
This study was examined adaption from the viewpoint of tendency to school refusal and school attendance obligation, and school activity among elementary and junior high school students. As a result, 1) Students who had higher school attendance obligation and lower tendency to school refusal, were most adaptively. 2) Students who belonged to satisfactory class were more motivated to go to school. 3) The acquisition of learning strategies raised motivation to go to school among junior high school students temporary, while to support for acquisition of the self-efficacy toward learning was effective.
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Report
(5 results)
Research Products
(19 results)
