抄録
This study was conducted to clarify difficulties that students with prior experience using rubrics face when tackling an assignment without one. After a questionnaire survey was administered to 138 female junior college students in Japan, the collected data were analyzed using exploratory factor analysis and multiple regression analysis. The results identified two factors constituting these difficulties: a "Psychological Barrier to Asking Questions" and "Difficulty in Task Execution." Furthermore, multiple regression analysis revealed that studstudents who rated the usefulness of rubrics higher anticipated significantly greater difficulty in task execution ( p < 0.001) . Results suggests that rubrics function as a "learning compass" for the student learning process, highlighting the need for alternative support that addresses both procedural guidance and students′ psychological barriers when rubrics are not provided.
