2000 Volume 42 Issue 4 Pages 9-14
The purposes of this study were to grasp the actual conditions about cognition of learning significance and learning attitude toward home economics education, and to investigate their relationship. In a sample of 483 senior high school students, the results were as follows: 1. Students' learning activity was based on their needs for "sociality" and "efficiency" rather than "consistency". 2. Although the students' attitudes were active in the cognitive domain, they were likely to become passive in matters of feelings and behavior. 3. Students' learning attitudes were correlated with their cognition of learning significance, and the more need for "consistency" they recognized the more active behavior they showed. 4. Even if students recognized the learning significance well enough and showed their active attitudes toward home economics, it does not always follow that it comes from their practical desires, which leaves a problem to consider.
