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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
https://doi.org/10.15083/00079223
https://doi.org/10.15083/00079223878899eb-91f5-4e9b-bbda-768a82df57f3
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_59_45.pdf (378.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-05-11 | |||||
| タイトル | ||||||
| タイトル | 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 | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15083/00079223 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | The autonomous inquiry-based learning and its effects among students in a secondary school in Tokyo metropolitan area : The moderation effect of self-esteem | |||||
| 著者 |
川本, 哲也
× 川本, 哲也 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 161377 | |||||
| 姓名 | KAWAMOTO, Tetsuya | |||||
| 著者所属 | ||||||
| 値 | 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 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. | |||||
| 書誌情報 |
東京大学大学院教育学研究科紀要 巻 59, p. 517-526, 発行日 2020-03-30 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13421050 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10516641 | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||
| 出版者別名 | ||||||
| 値 | Graduate School of Education, The University of Tokyo | |||||
