自己調整学習サイクルにおける目標設定と自己効力感

抄録

The purposes of this research are to report a remedial English course to all freshmen (n=818) at a university and to investigate the relationship between goal-setting, performance-attribution, and self-efficacy qualitatively. The course was designed to enhance self-regulated learning employing self-regulated learning cycles. As to goal-setting, higher goals implied higher self-efficacy as a result of more accurate self-evaluation and monitoring. The lower goals students set, the lower self-efficacy they might have.