| Project/Area Number |
26380881
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Kyoto University of Education |
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Principal Investigator |
ITO Takamichi 京都教育大学, 教育学部, 准教授 (70321148)
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| Co-Investigator(Renkei-kenkyūsha) |
NAKAYA Motoyuki 名古屋大学, 教育発達科学研究科, 教授 (60303575)
UMEMOTO Takatoyo 九州女子大学, 人間科学部, 講師 (50742798)
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 自己調整学習 / 協働学習 / 学習動機づけ / 学習方略 / 自己調整 / 社会的に共有された調整 / 高等教育 / 学びあい / 動機づけ / 教授・学習 |
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| Outline of Final Research Achievements |
The purpose of this study was to examine how self-regulated and socially shared regulation of learning are developed through collaborative learning. “Socially shared regulation of learning” scales were constructed originally, and quantitative research clarified the relationships between these scales and motivation and learning strategies. Moreover, qualitative research explicated a process and mechanism of socially shared regulation in peer tutoring. Practical research was conducted and suggestions were obtained about the direction of the practice’s future in higher education.
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