Locus of Control belief in high school students; on the relation to expectancy and motives for Learning

Locus of Control Scale for high school students was developed and administerd to 667 high school students. Factor analysis found three factors, effort, chance and self-determination. The structure of motives for learning was examined exploratively. By factor anylysis it is found that the motives for learning have three dimensions, ie. task-oriented, approval-oriented and competition-oriented. Regression analysis revealed that expectancy of achievement was affected by these motives for learning directly and by Locus of Control beliefs which were also affected by learning motives. In detail, two Locus of Control scales (effort, self-determination) and one motive scale (ie. task-oriented) were positively related to expectancy, and two motive scales (ie. aproval-oriented and competition-oriented) were negatively related to expectancy. Furthermore, task-oriented scale was positively related to effort and self-determination scales, and oppositely self-determination was relatively lowered when approval-oriented or competetion-oriented motives were high. The effect of the experiences in administration examination to Locus of Control belief was examined and some implications were disccussed

コウコウセイ ノ ドウキズケ ニオケル バイカイ ヨウイン トシテノ コジンテキ モクヒョウ

本研究は個人的目標の認知が達成志向的行動に対して、統制感や自己決定感といった認知様式の変数の効果を媒介する要因であることを検討した。325 名の高校生を対象に統制感、自己決定感、個人的目標および達成志向的行動についての質問紙調査を実施した。個人的目標に関しては、被験者は自由に現在の目標をあげたあと、もっとも重要なものをひとつ選び、その目標の達成可能性、重要性認知、および他の目標との関連性について評定した。　SEM による分析の結果、統制感は目標の重要性認知に正の効果を持ち、さらにそれは目標の関連性を媒介して、達成志向的行動に正の影響を持つことが示された。一方自己決定感は達成期待と正の関連を示すとともに目標の関連性に直接の効果を持った。こうした結果は生徒の動機づけに関して、目標が構造化されることが重要であることを示唆するものである。The study examined the role of personal goals on achievement oriented behaviors that mediated the effect of cognitive style factors, such as perceived control and perceived autonomy. The participants were 325 students at senior high school. A questionnaire on perceived control, perceived autonomy, personal goals and achievement oriented behaviors was administered. As for personal goals, subjects described their several current goals and selected the most important one. Then they estimated their expectancy on the goal attainment and the perceived importance and the relevancy of other goals to the important goal. SEM showed that perceived control had a positive effect on the perceived importance of the goal and furthermore the latter also had a positive effect on the achievement oriented behaviors mediated by the instrumentality of goals. Perceived autonomy showed a positive relationship to the expectancy and also had a direct effect to the instrumentality. The results suggested the important mediating role of personal goals in students’ motivation

中学生の動機づけ要因と学習行動に関する短期の縦断的研究

本研究の目的は中学生のセルフエフィカシーと学習行動の継時的変化を検討することである。通塾する中学3 年生66 名を対象に、6 ヶ月間、1 ヶ月ごとに、セルフエフィカシー、学習行動、模擬試験成績を繰り返し測定した。まず最初に中学生66 名は試験成績の変化パタンによって4 群に分け、生徒の学習行動とセルフエフィカシーなどの動機づけ変数について、その継時的変化を群間で比較した。その結果、時間経過に伴い成績が伸びていくパタンの生徒群が他の3 群に比べると、それぞれの変数においてきわめて特徴的であることが明らかにされた。The purpose of this study was to examine the successive change in learning behaviors and selfefficacy　of Japanese junior high-school students. Sixty-six students enrolled in this study were third　graders in junior high-school who also went to jukus. Though jukus are private tutoring schools,　many of Japanese junior high-school students go to juku after school to prepare for the entrance　examination to senior high-school or to supplement the ordinary classes of junior high-school.　They were assigned questionnaires and trial examinations every month for six months.　Subjects were divided into four groups according to the change patterns indicated by their　achievement scores. Learning behaviors, self-efficacy, perceived control, and motivation orientation　were compared within the four groups. Results showed that student groups which displayed　remarkable progress had a distinctive learning behavior pattern

ジゼン ノ ドリョクリョウ ト テストゴ ノ ゲンイン キゾク トノ カンケイ ドリョク キゾク ト ウン キゾク ニ ショウテン オ アテテ

我々は、事前の努力量と課題遂行後の4 つの原因帰属得点の5 変数の関係を検討するために、実験的研究を行った。実験参加者は大学生47 名であり、彼らに対連合学習課題を課した。50 ペアからなる課題リストを配布し、1 週間後にそのリストから10 ペアを出題するテストを実施した。事前の努力量を測定するために、テスト直前に50 ペアをどれだけ習得しているかを調べた。テスト後、各参加者の得点をフィードバックし、参加者全体の平均点と得点分布も提示した。さらに、成功―失敗と原因帰属を問う質問項目に回答させた。成功群では事前の努力量と努力帰属に有意な正の相関があった。一方、失敗群では事前の努力量と運帰属に有意な正の相関があった。努力帰属と運帰属の相関関係については、成功群ではほとんど関係がなく、失敗群では両者に有意な負の相関があった。事前の努力量が多いのにもかかわらずテスト場面で理不尽な失敗（irrationalfailure）をした者は、その原因を不運に帰属していた。　We did an experimental study to examine the relationships among five variables (the amount of preliminary effort and the scores of four causal attributions after the test session). Fortyseven undergraduate students participated in this experiment and were assigned a pairedassociates learning task. Participants were given a task list including 50 pairs. One week later, they took a test consisting of 10 pairs from the list. Just before the test, they were instructed to write the answer of all pairs to measure the amount of preliminary effort. After the test, they were given their own test score and informed of the average score and the score distribution of all participants. Moreover they rated items in a questionnaire including success-failure and causal attribution. In the success group, there was a significant positive correlation between preliminary effort and effort factor. On the other hand, in the failure group, there was a significant positive correlation between prior effort and luck factor. In the correlation between factors of effort and luck, there was little relation in the success group. However, there was a significant negative correla tion in the failure group. The person who experienced an irrational failure attributed the cause of failure to being unlucky

Effectiveness of an Adaptive Testing Procedure for Measuring Verbal Ability

The purpose of this research is two-fold. Firstly, from a practical point of view, the development of a new computer program for an adaptive testing procedure was necessitated in order to measure the verbal ability more efficiently than the other existing procedures. Secondly, an experiment was designed in order to compare the efficiency of the adaptive testing procedure with that of the conventional testing procedure, analyze the effects of the feedback, investigate the relationship between the verbal ability and the response time, and evaluate the stability of the repeated measurements. With regard to the first purpose, a satisfactory computer program was created. This program automatically controlls the selection of test items during the process of administering the test so that the items administered to each subject should be appropriate in their difficulties. Furthermore, with regard to the second purpose, it was conculded that the results showed the superiority of the adaptive testing procedure over the conventional one in many respects

コウコウセイ ノ ガッコウ テキオウ ニカンスル ジュウダンテキ ケンキュウ ジュウヨウ ナ タシャ トノ カンケイ ト ガッコウ フンイキ ノ エイキョウ

本研究の目的は、高校生にとって重要な他者である親、友人および教師との関係、入学した学校満足度と学級凝集性が、その後の中途退学や学校適応にどのように影響するのかを明らかにすることである。高校1 年生202 名に対し、1 年生時1 学期、1 年生時3 学期および2 年生時3 学期に3 回、これらの変数を繰り返し測定した。データに不備のなかった198 名を中退と学校適応の違いに応じて5 群に分割し、それぞれの変数を従属変数として分散分析を行った。その結果、2 年生で中退する生徒が親との関係が低いという特徴が見られた。また、学校適応に関しては、学校満足度が影響することが明らかになった。中退する生徒や学校適応に問題が生じる生徒を早期に発見する手がかりを得ることができた。一方、今回の研究協力者独自の結果と考えられる面もあり、今後、多様な高校での調査が必要であると言える。The purpose of this study was to confirm some factors that predicted dropouts and students having poor adjustment to schools. We selected one senior high school having many dropouts every year, and conducted a longitudinal research study for three years. The data of 198 students on interpersonal relations and attitudes toward school and classes were collected three times, during the first, and third terms in the first year, and during the third term in the second year. The students were divided into five groups: dropouts in the first year, dropouts in the second year, low adjustment students, medium adjustment students and high adjustment students. ANOVA showed that a deficit in relation to parent in the dropout groups was salient, and that satisfaction at school among high adjustment students was higher than in other groups.研究論文(Article

コウコウ チュウタイ ヨソク ヨウイン ノ ケイジテキ ケンキュウ

本研究の目的は、高校中退を予測すると考えられる認知的要因と動機づけ要因を継時的に測定することによって、高校中退の原因を検討することである。高校1年生194名を対象に、卒業までの3年間、追跡調査を行った。1年生時4月に質問紙を課し、入学動機や動機づけ特性など比較的変容しにくい認知的・動機づけ的要因を測定した。学校への満足度や対人関係といった比較的変容しやすい認知的・動機づけ的要因については、1年生時6月と翌年2月に同じ質問紙をくりかえし課すことによって測定した。3年間の間に高校を中退した中退群（40名）と卒業した卒業群（154名）を各変数について比較したところ、中退群は卒業群よりも（1）親の学校への関心が低く、（2）学校への満足感が低く、（3）学級の凝集性認知が低いことがわかった。また、中退群は、6月から2月にかけて、学校への満足感と学級の凝集性認知がさらに低下していることが明らかになった。This　article　describes　the　cognitive　and　motivational　variables／that　would　have　predictive value　for　school　dropouts．　The　subjects　were　194　students　in　a　commercial　high　schooL　Two questionnaires　measuring　the　cognitive　and　motivational　variables　were．administered　at　the beginning　of　the　first　academic　year．　And　again，　one　of　two　questionnaires　was　assigned　to students　around　the　end　of　the　first　academic　year．　In　the　following　three　years，　forty　students left　school　without　completing　their　studies．　We　tested　the　differences　in　cognitive　and motivational　variables　between　the　dropout　group　and　the　completion　group．　Results　showed　that students　in　the　dropout　group　were　lower　than　those　of　the　completion　group　on　parent’s　concern with　schoo1，　satisfaction　with　school，　and　group　cohesion　in　class．　Students　of　the　dropout　group went　from　low　to　lower　in　a　year　on　satisfaction　with　school　and　group　cohesion　in　class