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大学生の学習への動機づけとGPA・修得単位数との関連 -3年間の縦断調査に基づく検討-
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https://nfu.repo.nii.ac.jp/records/36081ea964e5-6a58-4ddf-a3dd-be4b00488e4f
名前 / ファイル | ライセンス | アクション |
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zengaku10-04_kodaira.pdf (410.9 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2022-03-22 | |||||
タイトル | ||||||
タイトル | 大学生の学習への動機づけとGPA・修得単位数との関連 -3年間の縦断調査に基づく検討- | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | A longitudinal study on academic motivation and performance in Japanese university students. | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 日本の大学生, 自律的動機づけ, GPA, 修得単位数, 学業達成 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Japanese university students, autonomous motivation, grade point average, academic credits, academic achievement | |||||
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 | |||||
著者 |
小平, 英志
× 小平, 英志× 中村, 信次× 笹川, 修× 杉浦, 祐子× 近藤, 克則× 山崎 喜比古× KODAIRA, Hideshi× NAKAMURA, Shinji× SASAGAWA, Osamu× SUGIURA, Yuko× KONDO, Katsunori× YAMAZAKI, Yoshihiko |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本研究の目的は,大学生を対象として,GPA,修得単位数に対する自律的動機づけの影響を検証することであった.大学生 565名(男性 235 名,女性 330 名)を対象に,1 年次(T1),2 年次(T2),3 年次(T3)の 3 時点で調査を実施した.各時点の累積GPA と修得単位数は大学 IR(institutional research)部門から得たものを分析に用いた.共分散構造分析による交差遅延効果モデルを用いた検討を行った結果,GPA,修得単位数ともに,いずれの時点でも動機づけからの有意な効果は確認されなかった.一方で,GPA と修得単位数はともに,T1 から T2 にかけて内発,同一化,取り入れ的調整に正の効果を,T2 から T3 にかけて外的調整に負の効果を示した.これらの結果を踏まえ,日本の大学における成績評価と成績に関わる指標の活用について議論された. The effect of autonomous motivation on the grade point average (GPA) and the number of credits obtained by Japanese university students was investigated. University students (N = 565) completed scales assessing their autonomous motivation on three occasions; at the end of the first (T1), the second (T2), and the third year (T3). The studentsʼ cumulative GPA and the number of credits in each year were obtained from the institutional research section of the university. Structural equation models using a cross-lagged panel design indicated that no motivational type was significantly associated with subsequent GPA or the number of credits. However, GPA and the number of credits at T1 significantly predicted intrinsic, identified, and introjected regulation at T2. Moreover, GPA and the number of credits at T2 significantly and negatively affected external regulation. These results are discussed based on the characteristics of scholastic evaluations that are conducted in Japanese universities. |
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書誌情報 |
日本福祉大学全学教育センター紀要 en : The Journal of Inter-Departmental Education Center, Nihon Fukushi University 号 10, p. 31-41, 発行日 2022-03-31 |
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出版者 | ||||||
出版者 | 日本福祉大学全学教育センター | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 2434-706X | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12854676 | |||||
著者版フラグ | ||||||
出版タイプ | AM | |||||
出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa |