Item request has been placed!
×
Item request cannot be made.
×
Processing Request
小学生における達成関連感情と学習方略の相互関係. (Japanese)
Item request has been placed!
×
Item request cannot be made.
×
Processing Request
- Author(s): 橋本 真一; 鈴木 雅 之; 利根川 明 子
- Source:
Kodo Keiryogaku; 2023, Vol. 50 Issue 1, p19-32, 14p
- Subject Terms:
- Additional Information
- Alternate Title:
Reciprocal Relations Between Elementary School Students' Achievement Emotions and Learning Strategies. (English)
- Abstract:
In this study, we examined reciprocal relations between students' achievement emotions (enjoyment, anxiety, and boredom) and learning strategies (deep-processing strategy and surface-processing strategy). Japanese elementary school students (N = 111; 5th and 6th grade students) twice completed self-report measures of achievement emotions and learning strategy use in mathematics and Japanese classes. Results of the cross-lagged panel model indicated that "enjoyment" positively predicted the use of deep-processing strategies and negatively predicted the use of surface-processing strategies. In addition, "anxiety" positively predicted the use of surface-processing strategies, and "boredom" negatively predicted the use of deep-processing strategies and positively predicted the use of surface-processing strategies in Japanese class. Results also indicated that the use of deep-processing strategies negatively predicted "boredom." In addition, the use of deep-processing strategies positively predicted "joy" and negatively predicted "anxiety" in Japanese class. These results suggest that emotions can be antecedents of students' learning strategies and that the development of emotion differs depending on strategy use. [ABSTRACT FROM AUTHOR]
- Abstract:
Copyright of Kodo Keiryogaku is the property of Behaviormetric Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
No Comments.