{"created":"2023-05-15T09:30:07.856184+00:00","id":1050,"links":{},"metadata":{"_buckets":{"deposit":"67fef8d7-3653-428c-b5c2-394979598d9b"},"_deposit":{"created_by":3,"id":"1050","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1050"},"status":"published"},"_oai":{"id":"oai:icu.repo.nii.ac.jp:00001050","sets":["12:2:10:117"]},"author_link":["1846","1847","1845"],"item_1_biblio_info_14":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2001-03-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"43","bibliographicPageEnd":"234","bibliographicPageStart":"219","bibliographic_titles":[{"bibliographic_title":"国際基督教大学学報. I-A, 教育研究"},{"bibliographic_title":"Educational Studies","bibliographic_titleLang":"en"}]}]},"item_1_creator_6":{"attribute_name":"著者名(日)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"中山, 晃"}],"nameIdentifiers":[{"nameIdentifier":"1845","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_7":{"attribute_name":"著者名よみ","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"ナカヤマ, アキラ"}],"nameIdentifiers":[{"nameIdentifier":"1846","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_8":{"attribute_name":"著者名(英)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"NAKAYAMA, Akira","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"1847","nameIdentifierScheme":"WEKO"}]}]},"item_1_description_1":{"attribute_name":"ページ属性","attribute_value_mlt":[{"subitem_description":"P(論文)","subitem_description_type":"Other"}]},"item_1_description_11":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"本研究の目的は,授業後の内容理解に関する自己評価の学習動機へ影響を,調査及び,実験を通して考察するものである.具体的に,英語を外国語として学ぶ日本人高校生を被験者として,リーディングクラスの授業後に内容理解についての自己評価を週1回行い,特に言語学習動機に及ぼす影響を,その前後の質問紙調査を通して,被験者内,および被験者間の比較により調査した.結果,実験群内のt検定による分析では,想定した6つの言語学習動機のうち5つに有意差が示され,統制群との比較では,2つに有意差が示された.両分析に共通した結果として,特に'Motivational Intensity'と'Desire to Learn English'の項目に有意差が示され,自己評価が言語学習動機に肯定的に影響を与えるという結果を得た.しかしながら,当該学期の期末考査の平均得点に関しては,統制群と実験群の間に有意差は示されなかった.以上の結果をもとに授業後の自己評価が言語学習動機に与える影響を教育心理学的視点から論じ,外国語(英語)教育における自己評価の有用性を示唆した.","subitem_description_type":"Other"}]},"item_1_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34577/00001036","subitem_identifier_reg_type":"JaLC"}]},"item_1_source_id_13":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN0008887X","subitem_source_identifier_type":"NCID"}]},"item_1_text_10":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Graduate School of Education, English Teaching Department, International Christian University"}]},"item_1_text_2":{"attribute_name":"記事種別(日)","attribute_value_mlt":[{"subitem_text_value":"研究論文"}]},"item_1_text_3":{"attribute_name":"記事種別(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"RESEARCH ARTICLE"}]},"item_1_text_9":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"国際基督教大学大学院教育学研究科"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2001-03-01"}],"displaytype":"detail","filename":"KJ00005213678.pdf","filesize":[{"value":"967.0 kB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"label":"英語の授業中における自己評価の学習者動機への影響","url":"https://icu.repo.nii.ac.jp/record/1050/files/KJ00005213678.pdf"},"version_id":"4cc3bdaa-8985-47c0-8ef2-6c8744c9fd04"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"自己評価","subitem_subject_scheme":"Other"},{"subitem_subject":"メタ認知方略","subitem_subject_scheme":"Other"},{"subitem_subject":"学習者動機","subitem_subject_scheme":"Other"},{"subitem_subject":"Self-assessment","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Metacognitive Strategy","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Learner Motivation","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"英語の授業中における自己評価の学習者動機への影響","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"英語の授業中における自己評価の学習者動機への影響"},{"subitem_title":"The Influence of Self-assessment on Learner Motivation in the English Class","subitem_title_language":"en"}]},"item_type_id":"1","owner":"3","path":["117"],"pubdate":{"attribute_name":"公開日","attribute_value":"2001-03-01"},"publish_date":"2001-03-01","publish_status":"0","recid":"1050","relation_version_is_last":true,"title":["英語の授業中における自己評価の学習者動機への影響"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-09-25T05:54:14.040124+00:00"}