Empirical study on classroom tasks as factors for teachers' instructional "confronting pupils with the task considerately" strategy

2015 Fiscal Year Final Research Report

• 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
• 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

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.

Free Research Field

教育心理学，社会心理学