到達度評価による自己評価を取り入れた協同学習が児童の自律的学習行動と学習効力感に及ぼす効果

The purpose of this study is to examine the effect of cooperative learning， which incorporates self-evaluation by achievement evaluation using rubrics， on children's autonomous learning behavior and Self-efficacy toward learning. In this study， we introduce cooperative learning that incorporates self-evaluation by achievement evaluation using rubrics under the hypothesis that it enhances the children's autonomous learning behavior and self-efficiency of learning. As a result of conducting a questionnaire survey twice during the survey period for children in the 4th grade of elementary school， it was shown that the self-efficacy toward learning was enhanced for all children regardless of the degree of acceptance. On the other hand， it was shown that autonomous learning behavior did not increase. This suggests that cooperative learning that incorporates self-evaluation based on achievement evaluation may promote the desire for competence， but not the desire for autonomy.