生徒のプロセス志向性および成果志向性が成績に関するフィードバックへの反応に及ぼす影響についての検討

概要

論文の詳細を見る
This study investigated the effect of students orientation on their responses to the feedback about their academic performance through a questionnaire for 112 junior high school students. As predicted, students orientation bad a moderating effect on the self-efficacy. Survey data showed that 61 students had both process orientation which means larger concern for learning activities and outcome orientation which means larger concern for result. 24 students had only process orientation, 16 students had only outcome orientation, and 13 students had neither process nor outcome orientation. And survey data revealed that students with process orientation could restore self-efficacy easier than students without it, after a negative feedback was given. These results suggest that student s process orientation is effective in buffering the impact of negative feedback.
九州大学の論文
2002-03-31