UTokyo Repository 東京大学

UTokyo Repository >
119 教育学研究科・教育学部 >
東京大学教育学部紀要 >

このページ(論文)をリンクする場合は次のURLを使用してください: http://hdl.handle.net/2261/689

タイトル: 児童の学習態度に対する親の介入と児童の動機づけ志向性との関係
その他のタイトル: The Relation of Parental Intervention in Children's Learning Behavior to Children's Motivational Orientation
著者: 高柳, 東子
著者(別言語): Takayanagi, Motoko
発行日: 1995年2月28日
出版者: 東京大学教育学部
掲載誌情報: 東京大学教育学部紀要. 34巻, 1995.2, p.271-278
抄録: This study tested the hypothesis that 3 familial factors-parental supportive and intervention in children's learning behavior, pressuring intervention, and parental daily support-and children's perceived cognitive competence are related to children's intrinsic/extrinsic motivational orientation. And what were also examined are the relation between familial factors and perceived competence, and the effect of sex and birth order on each factor. Higher supportive intervention, daily support, and perceived competence were found to be related to an intrinsic motivational orientation. On the other hand, pressuring intervention were seemed to have no relation to motivational orientation. Supportive intervention and daily support were positively assosiated with perceived competence. It is suggested that perceived competence may partialy mediate between those 2 supportive factors (supportive intervention and daily support) and an intrinsic motivational orientation. The differences between boys and girls were observed in terms of supportive intervention, daily support, and motivational orientation (enjoy-curiosity), indicating that girls are higher than boys. It was also suggested that birth order has some bearing on supportive intervention and enjoy-curiosity motivational orientation.
URI: http://hdl.handle.net/2261/689
ISSN: 04957849


ファイル 記述 サイズフォーマット
KJ00000126040.pdf798.12 kBAdobe PDF見る/開く



Valid XHTML 1.0! DSpace Software Copyright © 2002-2010  Duraspace - ご意見をお寄せください