大学生の自己教育力と情報活用の実践力および情報化社会レディネスとの関係

The relationships among students' self-regulated learning, information literacy and readiness for IT society

Mori Toshiaki

Shimizu Masuharu

Ishida Megumu

Tominaga Mihoko

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

Self-regulated learning, information literacy and readiness for IT society have been investigated independently. The present study is, therefore, designed to investigate the relationships among these abilities. A scale of self-regulated learning ability, or self-educational ability, devised by Mori et al. (2001), contained 7 subscales: interest in learning subjects, self-directed thinking, learning method, self-monitoring, planning, independence, and self-actualization. A scale of information literacy, devised by Takahira et al. (2001), contained 6 subscales. A scale for readiness for IT society, devised by Kobayashi et al. (2000), is to measure the ability which is necessary to participate in IT society in an adaptive way. A total of 789 students were asked to complete these 3 kinds of questionnaires. The results indicated that students of high self-regulated learning ability have high information literacy and high readiness for IT society. Especially, interest in learning subjects and planning were strongly associated with information literacy, while self-monitoring was strongly associated with readiness for IT society. These results were discussed in relation to Japanese educational policy and educational reform in a rapidly developing IT society.

自己制御学習

情報活用の実践力

情報化社会レディネス

self-regulated learning

skill of practical use of information

readiness for IT society

Education [ 370 ]

jpn

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5546

[NCID] AA11618554