A developmental study on the acquisition of positive feelings about effort in classroom situations
Project/Area Number |
06610121
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Single-year Grants |
Section | 一般 |
Research Field |
教育・社会系心理学
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Research Institution | EHIME UNIVERSITY |
Principal Investigator |
WATANABE Hirozumi Ehime University, Department of Educational Psychology, Professor, 教育学部, 教授 (30036412)
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Project Period (FY) |
1994 – 1996
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Project Status |
Completed (Fiscal Year 1996)
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Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1996: ¥200,000 (Direct Cost: ¥200,000)
Fiscal Year 1995: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1994: ¥900,000 (Direct Cost: ¥900,000)
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Keywords | feelings about effort / developmental change / effort attribution / motivation for learning / academic achievement / the image of children who make efforts / children / instructional practice / 努力に想起する場面 / 教師 / 努力に対する感情 / 友人関係 / 規範遵守 / 数学の好き・嫌い / 授業実践 / 表情 / 学習場面 |
Research Abstract |
In the United States of America, many investigators have pointed out that instructional practices which change ability attributions into effort attributions, from the view of attribution theory, are effective on the improvement of motivation for learning. But recently some studies that effort attributions lead children to the learned helplessness are reported and attract investigators' attention. In Japan, it is generally known that the level of motivation for learning declines with rising grade level, even if children attribute their success and failure in classroom situations to their effort. The purpose of the study was to verify the following hypotheses : 1) The effort attributions of Japanese children do not always result in high motivation for learning. On the other hand, the feelings about effort of them have great influences on motivation for learning. 2) Changing negative feelings about effort in Japanese children into positive ones by instructional practices might contribute to the improvement of motivation for learning. In conclusion, our findings were in fairly general agreement with above hypotheses. In a research report of project funded by Grand-in-Aid for Scientific Research, the following papers based on the data I finished analyzing are gathered. 1.An attempt to construct the feelings about effort scale. 2.A study of the image of children who "make efforts" as assessed by their teachers : Its relation to children's feelings about effort, motivation for learning, and academic achievement. 3.The feelings about effort and peer relations in school children. 4.The relations between students' feelings about effort and their attitude toward math. 5.Japanese children's feelings about effort in relation to motivation for learning and academic achievement. 6.The ability of the cognitive editing as one of the indexes of a developmental turnabout. 7.An attempt to make the criteria for the grouping the situations which remind of the effort.
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Report
(4 results)
Research Products
(18 results)