学業達成場面における原因帰属と学習意欲 : 中国と日本の比較
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概要
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The purposes of this study were 1) to find scales of causal attribution and academic motivation and to compare with each scales between China and Japan, 2) to examine the validity of causal attribution model about academic achievement. This model assumes the causal processes as follows: (1) causal attribution (i. e. individual differences of causal attribution made in academic achievement-related situation) influences tendency of academic motivation of each child, (2) the tendency of academic motivation contributes to his (her) level of academic achievement in school work. The main findings were as follows: 1. A questionaire designed to measure causal attribution was developed and administered to 227 students (male 119, female 108) in China and 279 students (male 142, female 137) in Japan. Ten factors in China and nine factors in Japan were found by using Factor Analysis. These factors were named by success or failure and causal attribution such as ability and effort and so on. 2. About academic achievement motivation, we examined the Shimoyama's questionaire of measuring academic achievement motivation by testing Chinese students and Japanese students. We also found eight factors in China, nine factors in Japan, and the factors' names were almost the same as Shimoyama's result. Because of the different educational situation in China and Japan, some factors were the same name, but they contained different items. Some factors contained same items, but they had different factor's name. In Shimoyama's research as a result of Cluster Analysis, two clusters were shown: one is as representative of positive tendency of motivation (P tendency) and other one is as representative of negative or suppressive tendency of motivation (N tendency). In our research, as a result of Fuzzy-Analysis, same two tendencies were also shown. 3. The relation between the causal attribution and academic achievement motivation were studied by Fuzzy Analysis. As a result of the study, there were two types. One contained P tendency in academic achievement motivation, success-related causal attribution, and another contained N tendency, failure-related causal attribution in both China and Japan. 4. The model of causal attribution examined by regression analysis of causal paths was confirmed. It was found that causal attribution style influenced degree of positive motivation and the academic achievemet in school was related positively with positive motivation. The path-relation among causal attribution and negative motivation and academic achievement were not confirmed.
- 横浜国立大学の論文
- 1989-10-31
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