2016 Volume 39 Issue 1 Pages 1-10
The purpose of this study is to construct a scale to measure the healing effect and the stress in learning “technology of materials and their processing” within technology education, and to examine its connection with students’ learning motivation. The survey was conducted on 298 junior high school students by using items prepared based on the “category of healing effect and stress occurred in technological activities” and Scale of student motivation in technology education. As a result, we developed a scale to measure healing effect and stress in technological activities. The scale consisted of 3 factors: “healing effect”, “process-derived stress”, and “apathy-derived stress”. As a result of examination about relationship between each factor and learning motivation, it was suggested that students’ motivation for learning was increased when they felt “healing effect”. On the other hand, it was suggested that students’ motivation for learning was reduced when they felt “apathy-derived stress” occurred by such consciousness as “lethargic” and “indifference”. However, it was suggested that students’ motivation for learning was increased when they felt “processderived stress” occurred by such onsciousness as “regret to failure” and “feeling of difficulties and anxiety”.
