授業への好意度と高校生の学力との関連 : 知的好奇心と自主学習量を媒介として

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The present study examined whether students’ curiosity and study efforts (i.e., quantity and frequency of study outside class) can mediate the relationship between preferences for teaching and academic performance among those attending Ochanomizu University Senior High School. Various measures assessing the students’ levels of study efforts and attitudes were adopted from the nationwide survey, and in an attempt to reliably measure students ’ academic performance, both subjective (i.e., perceived level of understanding and scholastic rank) and objective (i.e., scores of a nationwide standardized examination) indicators were used. The structural equation modeling analyses using a pooled dataset (N ＝484; all females) from cohorts between the years of 2003 and 2008 validated the hypothesis in which more favorable evaluation toward teaching is associated with a higher level of curiosity, which in turn leads to more study efforts that consequently results in better academic performance. The model was verified even after controlling for students’ year at school and cohort effects. Results are discussed to call for the necessity for effective and quality teaching to satisfy students’ desires to learn.