著者

堀野 緑 市川 伸一

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.45, no.2, pp.140-147, 1997-06-30 (Released:2013-02-19)

参考文献数

24

被引用文献数

11 15

---

This study explored the structures of learning motives and strategies, and examined a model positing that motives affected strategy selection, which in turn influenced performance in English learning of high-school students. Six scales for learning motives were employed, which had been made through a classification of students' free responses. Correlation analysis revealed that the six scales could be divided into two groups, i. e.,“content-attached” and “content-detached” motives. On the other hand, factor analysis showed that learning strategies for English words were classified into the following three: organization, imaging, and repetition. The content-attached motives correlated significantly with each of the strategies, but the content-detached motives did not. Moreover, only the organization strategy had a significant effect on performance which was represented by three scores in an achievement test. That was consistent with theories and experimental findings in cognitive psychology, and supported the effectiveness of organization strategies in verbal learning. It was concluded that content-attached motives were needed to use organization strategies, and that the framework of so-called “intrinsic motivation” should be reexamined.

著者

堀野 緑

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.35, no.2, pp.148-154, 1987-06-30 (Released:2013-02-19)

参考文献数

29

被引用文献数

21 13

---

The present article focuses on the conce pt of achievement motive which currently presents certain difficulties to investigators due to a lack of consensus on its meaning. Two investigations were undertaken with 447 undergraduate students (237 male, 210 female): (1) to develop a scale for measuring achievement motive in terms of Social Need Achievement (SA) and Personal Need Achievement (PA) and (2) to clarify the relationships between personal traits related to achievement motive. Results indicated that: (1) Challenge Success Need (CSN) should be incorporated into the co ncept of achievement motive: (2) SA has little relation to personal traits while PA is related to self-actualization, and CSN being possibly related to toughness and vitality ; and (3) there are differences between males and females concerning achievement motive. The results, in general, proved the need for a multi-faced definition of achievement motive.

著者

室山 晴美 堀野 緑

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.39, no.3, pp.298-307, 1991

---

The purpose of this study was to examine the factors affecting the losers' task cognition and the person cognition in a competitive situation. Two factors, the patterns of loss and winners' feedbacks to losers, were examined. The 2 x 2 experimental conditions were set. For the patterns of loss condition, winning a straight victory and winning a losing game were contained, and a positive and a negative feedbacks were contained for winners' feedbacks to losers. The subjects were 44 female university and graduate students participating in the othello game, in pairs. One of the pairs being an experimental assistant, subjects lost two games in all of three games. After each game was over, the manipulation of winners' feedback was done and then subjects were asked their evaluation about the task and the opponent in a questionnaire. The main results were as follows: 1) The pattern of loss affected both the task cognition and the person cognition as a partner of the game. 2) The winner's feedback affected the formation of the cognition for the partner's personal attraction and attitude.

著者

堀野 緑 市川 伸一

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.45, no.2, pp.140-147, 1997-06-30

被引用文献数

8 28

---

This study explored the structures of learning motives and strategies, and examined a model positing that motives affected strategy selection, which in turn influenced performance in English learning of high-school students. Six scales for learning motives were employed, which had been made through a classification of students' free responses. Correlation analysis revealed that the six scales could be divided into two groups, i.e., "content-attached" and "content-detached" motives. On the other hand, factor analysis showed that learning strategies for English words were classified into the following three : organization, imaging, and repetition. The content-attached motives correlated significantly with each of the strategies, but the content-detached motives did not. Moreover, only the organization strategy had a significant effect on performance which was represented by three scores in an achievement test. That was consistent with theories and experimental findings in cognitive psychology, and supported the effectiveness of organization strategies in verbal learning. It was concluded that content-attached motives were needed to use organization strategies, and that the framework of so-called "intrinsic motivation" should be reexamined.

著者

上瀬 由美子 堀野 緑

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.43, no.1, pp.23-31, 1995-03-30 (Released:2013-02-19)

参考文献数

17

---

This study investigated psychological background for self-recognition need (Kamise, 1992) and actions of seeking information about the self. Two surveys were conducted and 960 young adults participated in total (655 participants for the first survey and 305 for the second). The results of the first survey showed that the confusion of ego-identity gave rise to the instability of self concept and invoked self -recognition need. The results of the second survey showed that the interdependent construal of self preceded the instability of self concept and was related to the arousal of self-recognition need. In addition, after their self-recognition need being raised, the participants initiated actions of seeking self-information. Moreover, both the interdependent construal of self and the tendency of dependence on others in decision making were related to the action of seeking information about self.

著者

堀野緑

出版者

垣内出版

雑誌

心理尺度ファイル

巻号頁・発行日

1996

被引用文献数

1