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ID 18090
本文ファイル
別タイトル
What Factors Do Affect Students' Self-Educational Abilities? : Effects of Learning Goals, Causal Attribution, Self-Efficacy, and the Implicit Theory of Intelligence
著者
石田 潤
清水 益治
冨永 美穂子
キーワード
self-education ability
learning goal
causalattribution for success and failure
self-efficacy
implicit theory of intelligence
NDC
教育
抄録(英)
This study investigated the relationships of students' self-educational ability with learning goal, causal attribution, self-efficacy, and the implicit theory of intelligence. A total of 768 students completed three kinds of questionaires, each of which was to measure their self-education ability in their college age, high school age, and elementary school age. They also completed four kinds of questionaires, each of which was to measure their learning goals, causal attribution for success and failure, self-efficacy, and the implicit theory of intelligence. The major findings were as follows: (1) The students who had a high mastery goal showed more self-educational ability than those who have low mastery goal; (2) Causal attribution for success and failure was correlated with self-educational ability; (3) The students whose self-efficacy was high showed more self-educational ability than those whose self-efficacy was low; and (4) the students who regarded intelligence as malleable showed high self-educational ability in their college age than those who regarded intelligence as fixed. These results were discussed in relation to how to foster the self-educational ability of students.
掲載誌名
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
50号
開始ページ
1
終了ページ
8
出版年月日
2002-02-28
出版者
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
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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