教師と生徒の学習場面における協同に関する学習観が学業的援助要請に及ぼす影響 : 小学校と中学校の比較に焦点を当てた検討

Effects of Teachers' and Students' Beliefs about Cooperative Learning on Academic Help-Seeking: Focusing on Differences between Elementary Schools and Middle Schools

野﨑 秀正

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

The present study investigated how teachers' and students' beliefs about learning (cooperative or individual orientation) influence on help-seeking behavior including differences between elementary schools and middle schools. The participants were 575 elementary school students (4-6 graders) and 745 middle school students (7-9 graders). The results showed that elementary school students reported significantly higher levels of teachers' and own beliefs in cooperative learning than middle school students. On the other hand, middle school students reported significantly higher levels of own belief in individual learning and using help-seeking than elementary school students. Multiple population analysis revealed that teachers' beliefs in cooperative learning or individual learning, mediated by the same type of beliefs of students, influenced help-seeking behavior at either elementary schools or middle schools. These results suggest that it is important for teachers to change their beliefs about learning from individual-oriented to cooperative-oriented for promoting students' help-seeking.

academic help-seeking

teachers' and students' beliefs about learning

beliefs in cooperative or individual learning

elementary and middle school students

学業的援助要請

教師と生徒の学習観

協同・個別志向

小学・中学生

日本語

広島大学大学院教育学研究科学習開発学講座

Copyright (c) 2019 広島大学大学院教育学研究科学習開発学講座

[ISSN] 1883-8200

[NCID] AA1244667X