| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Outline of Final Research Achievements |
This study examined that the relationships among classroom social goal structures and students’ classroom adjustment and academic motivation. I n study 1, what social goals were emphasized in elementary schools was investigated by the open-ended questionnaire distributed to 15 teachers. In study 2, the psychometric validity and the reliability of the scale were demonstrated by the questionnaire survey in which 289 elementary school students were participated. In study 3, the process that classroom social goal structures relate to classroom adjustment and academic motivation were investigated. Thiry-six-hundreds and six students form 117 classroom were participated the survey and the data was analysed by multilevel structual equation modeling. The study confirmed that classroom social goal structures promoted peer interaction and then associated to both social and academic adjustments.
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