2026-03-13T13:52:49Z https://repository.dl.itc.u-tokyo.ac.jp/oai

oai:repository.dl.itc.u-tokyo.ac.jp:00054106 2022-12-19T04:31:34Z 9:504:4297:8388 97:4295:8387

The autonomous inquiry-based learning and its effects among students in a secondary school in Tokyo metropolitan area : The moderation effect of self-esteem 都内中等教育学校における主体的・探究的な学びとその効果　自尊心の調整効果に着目して 川本, 哲也 161376 Although previous research has shown a positive association between inquiry-based learning and student achievement, few studies have so far considered students’ characteristics. Based on the previous findings of aptitude-treatment interaction, not all students benefit equally from the same learning activities. The present study focused on the moderating role of each student’s self-esteem as an aptitude for inquiry-based learning. The purpose of this study was to investigate whether self-esteem moderates the effect of inquirybased learning in school. Participants were 627 students (305 male students, 322 female students) who entered a secondary school in Tokyo metropolitan area, Japan. The survey was conducted in March, 2016. The participants completed the questionnaire online in their school. Exploratory factor analysis on the scale of inquiry-based learning activities indicated three factors that relate to explore, experience, and discussion. After adjusting for confounding variables, multivariate logistic regression analysis showed that exploring some information in learning was positively associated with concrete image for the future occupation among students high in selfesteem. The present findings suggest the importance of self-esteem in autonomous inquiry-based learning in adolescents. departmental bulletin paper 東京大学大学院教育学研究科 2020-03-30 application/pdf 東京大学大学院教育学研究科紀要 59 517 526 AN10516641 13421050 https://repository.dl.itc.u-tokyo.ac.jp/record/54106/files/edu_59_45.pdf https://doi.org/10.15083/00079223 http://hdl.handle.net/2261/00079223 https://repository.dl.itc.u-tokyo.ac.jp/records/54106 jpn