児童の自己評価維持機制と学校活動 : 自己評価維持とスクール・モラール

概要

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The purpose of this study was to investigate the relationship between selfevaluation maintenance processes and adaptation to school life of elementary school children. In particular, this study examined the relationship between self-evaluation maintenance and children's motivation to learn. Two questionnaires were administered to two hundred and fifty-six (256) elementary school children. They were asked to rate their own performance on school subjects and those of close classmates, as well as the degree of relevance to themselves of each school subject. They were also asked to answer Rosenberg's Self-Esteem Scale and School Morale Test(SMT). It was found that male students perceived themselves as performing better than a friend on highly relevant subjects and as performing worse on less relevant subjects. The children with higher motivation to learn showed self-evaluation maintenance mechanisms. On the other hand, the children with lower motivation to learn perceived themselves as performing worse than a friend on both highly relevant subjects and less relevant subjects. It was also found that the children with high self-esteem showed a tendency of self-evaluation maintenance. Implications of the findings for learning motivation of children and selfevaluation maintenance processes are discussed.
国際基督教大学の論文