2013 Fiscal Year Final Research Report
The relationship of students' cognitive style and stress in collaboration and cooperative learning.
| Project/Area Number |
22610015
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Children studies (Studies of environment on children)
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| Research Institution | Hakuoh University |
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Principal Investigator |
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| Co-Investigator(Renkei-kenkyūsha) |
ISHIKAWA Makoto 上越教育大学, 学校教育研究科(研究院), 准教授 (60318813)
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| Project Period (FY) |
2010-04-01 – 2014-03-31
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| Keywords | 子ども / ストレス / 学習環境 / 社会的自己保存理論 / 唾液中αアミラーゼ / 精神作業課題 / 実験心理学 / 評価懸念 |
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| Research Abstract |
The purpose of this study, based on Social-self preservation theory, is to examine the effect of social evaluation threat in learners performance on the mental task, using the salivary alpha-amylase activity (sAA). The results of our experiments clearly showed that the learners psychobiological responses (subjective stress level and sAA alteration) shared certain similarities in that both of them increased statistical significantly only under the social evaluation threat conditions, and it is more serious threat for the learners to become a nuisance to his/her partner at co-operational competition condition than becoming a loser at individual competition. Though stressful situations at learning may produce also positive educational results, at least, these results suggested that contexts need to be managed carefully and effectively by a professional administrator when designing learning environment for children.
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