ほめられた経験によって動機づけが高まる理由 : 小学校低学年における発達差の検討

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概要

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• The purpose of this studywas to collect data for construction of a theory that explains relationship between praise and motivation from students' reasoning of their experiences with motivation by praise. First, second, and third graders were interviewed about their experiences being motivated bypraise and the reasons their motivation increased. The reasons provided were divided into seven categories: the emergence of positive emotions, an expectation of future praise, changes in selfconcept and awareness, the outcome of the activity that received praise, an emergence of internal motivation, the experience of being praised, and other. First and second graders' responses were not significantly different, but the reports of both groups significantly differed from those of the third graders. Further, many of the first and second graders mentioned positive emotions, the desire for future praise, and the experience of being praised as their reasons. Third graders tended to report the same reasons as first and second graders; in addition, third graders explained their improved motivation as a product of internal motivation.

• 藤女子大学の論文
• 2014-03-31

著者

• 青木 直子

  藤女子大学

関連論文

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• 24-J-14 動機づけ理論の再構築に向けて : 現実からみた人の動機づけ研究の課題(自主企画)
• P5-11 子どもがほめられたことを語る際に言及しやすい・しにくい要因の検討(2) : 小学校1〜3年生の比較(発達,その他,ポスター発表)
• ほめられた経験によって動機づけが高まる理由 : 小学校低学年における発達差の検討

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