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1 0 0 0 OA Cluster Analysis of Failure Beliefs among Japanese Junior High School Students: Perspectives From “Failure Prevention” to “Failure Promotion”

著者: Daisuke Akamatsu Ayafumi Goto
出版者: Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
雑誌: Information and Technology in Education and Learning (ISSN:24361712)
巻号頁・発行日: vol.1, no.1, pp.Sh-p001, 2021 (Released:2021-08-04)
参考文献数: 16
被引用文献数: 1

This study investigated the failure beliefs among Japanese junior high school students using the failure belief scale developed by Nishimura et al. Cluster analysis was performed by categorizing 280 students into four distinctive clusters: “high fearfulness group” with high fearfulness toward failure, “failure amicable group” with low fearfulness towards failure and high utilization-possibility of failure, “average group” that showed consistently average scores over the two subscales, and “failure indifferent group” with low scores over the subscales. One-way ANOVA revealed that the first two groups are different not in the academic outcomes but in the social outcomes. The results suggested that teachers should focus on social aspects as well as cognitive aspects in promoting the qualitative development of students’ failure belief groups.

2022-03-03 02:50:01
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1 0 0 0 OA Teachers’ Autonomy Support in Synchronous Online Learning Environments

著者: Ryo Okada
出版者: Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
雑誌: Information and Technology in Education and Learning (ISSN:24361712)
巻号頁・発行日: vol.1, no.1, pp.Reg-p004, 2021 (Released:2021-07-21)
参考文献数: 30
被引用文献数: 2

The purpose of this study was to examine the effects of teachers’ autonomy support in synchronous online learning environments. The participants included 197 Japanese undergraduates. The hypothetical model posited that perceived teachers’ autonomy support was related to students’ intrinsic motivation and metacognition, which, in turn, were related to self-evaluated achievement. The results showed that perceived teachers’ autonomy support was related to students’ self-evaluated achievement, and this relationship was mediated by intrinsic motivation. Perceived teachers’ autonomy support was also related to metacognition, although metacognition did not have a mediating effect. The role that teachers play in synchronous online learning environments is also discussed.

2022-03-03 02:40:03
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1 0 0 0 OA 膝関節伸展の等張性収縮における力─速度の関係 ─最小負荷と最大負荷の選定における予備的研究─

著者: 杉浦令人畠中泰彦荒井友章櫻井宏明金田嘉清
出版者: 理学療法科学学会
雑誌: 理学療法科学 (ISSN:13411667)
巻号頁・発行日: vol.30, no.2, pp.225-228, 2015 (Released:2015-06-24)
参考文献数: 7
被引用文献数: 4 1

〔目的〕膝関節伸展の等張性収縮における力─速度の関係の立証や等尺性最大トルクを推定する上で,人体にとって計測の安全性を担保するための適切な負荷を検討した.〔対象〕20~30代の健常男性6名とした.〔方法〕ハイスピードビデオカメラで撮影した映像を動画編集ソフトウェアにて連続静止画へ変換し,画像計測ソフトウェアの角度ツールを用いて角速度,関節角度を求めた.最小負荷では20%,30%,40%1RM,最大負荷では100%,130%,150%,160%1RMにおける角速度を比較した.〔結果〕最小負荷では3条件に有意差はなく,最大負荷では150%と160%の間以外に有意差があった.〔結語〕最小負荷は40%,最大負荷は150%が適切な負荷であると考えられた.