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アイテム
学習過程における個人差インベントリー（日本版）の作成
http://hdl.handle.net/10105/1799
http://hdl.handle.net/10105/1799bca5b147-4098-48b4-939b-de4e0fba915b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE40_1_189-198.pdf (443.4 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2010-05-20 | |||||||
| タイトル | ||||||||
| タイトル | 学習過程における個人差インベントリー（日本版）の作成 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
豊田, 弘司
× 豊田, 弘司
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| 著者(ヨミ) | ||||||||
| 姓名 | トヨタ, ヒロシ | |||||||
| 著者別名 | ||||||||
| 姓名 | TOYOTA, Hiroshi | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The first study was carried out to develop the Japanese edition of a self-report inventory for measuring individual differences in learning processes for adults by Schmech, Ribich & Ramanaiah (1977). The subjects were 189 undergraduate students at Nara University of Education. They were presented a list of 50 statements representing learning behaviors which might be utilized in academic settings. They were then asked to rate the likelihood that the behavior represented in each statement occurred on 4-point scales. Factor analysis yielded three factors which comprised 29 of the original 50 statements. Each factor consisted of six or more items with loadings exceeding. 35 and having minimal overlap with the other factors. Factor I was marked by items whichstressed evaluation, organization, discrimination, summarizing, relating, encoding, and applying information and was refferred to as Elaboration factor (Elaboration scale). This factor seemed to correspond to the Synthesis-Analysis and the Elaborative Processing factors in Schmech et al. (1977). Factor II, which was called the Study Methods represented the use of systematic study techniques (Study Methods scale). Factor III was comprised items which indicated a preference for memorizing information and retention of information; it was called the Memory Efficiency factor (Memory Efficiency scale). Scale intercorrelations showed that the three scales were relatively independent. The second study investigated the relationship between the above three scale-scores and test performance in a psychological course. 104 undergraduates students were asked to do the same as that in the first study. Multiple regression indicated the Study Methods scale predicted 4 % of test performance, but the Elaboration and the Memory Efficiency scales did not. The third study developed the children's scales and investigated the developmental change in learning behaviors and the relationship between the children's scale-scores and academic achievements in elementary school. The subjects were 60 second, 60 fourth and 60 sixth graders. They were asked to respond the 30 statements. Developmental changes were obtained in some statements. Using the factor analytic approach, the following three scales were obtaind: Retrieval, Elaboration and Thinking. Multiple regression indicated the Retrieval and the Elaboration scales predieted 23 % of the academic achievements. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 40, 号 1, p. 189-198, 発行日 1991-11-25 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | Development of Japanese Edition of a Self-Report Inventory for Assessing Individual Difference in Learning Processes | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
