中学生の家庭科学習への動機づけ要因としての家庭科教師への同一視

概要

論文の詳細を見る
This study tested the hypothesis that a student's identification with a teacher who possesed intellectual characteristics in homemaking education would motivate him/her to study the subject with enthusiasm. One hundred fifty-eight students (seventy-three males, eighty-five females) in a junior high school were asked to rate an identification scale on their female teacher of homemaking education. They were required to decide preference rank order of homemaking course and rate a willingness-to-learn scale on the course. The results suggested the validity of hypothesis as a means of facilitating student's motivation to take homemaking course. The identification group, which had tendencies toward identification to their teacher, ranked homemaking course higher and had stronger willingness-to-learn than the non-identification group. This trend was found to be more remarkable in the female than the male students.
日本家庭科教育学会の論文
1991-07-06