抄録
This study examined how fabric-based production activities in home economics education promote
learners’ agency, focusing on learning strategies and motivation. Agency was defined as the ability to
make value-based decisions and take responsible action that contributes to personal growth and societal
well-being. A pre- and post-lesson questionnaire was administered to 118 high school students who
engaged in garment mending and drawstring bag production, and quantitative analyses including multiple
regression were conducted.
Three main findings emerged. First, several learning strategies such as teacher guided strategies,
logical reasoning, and consideration of multiple perspectives significantly increased after the lessons.
Post-lesson learning strategies served as explanatory factors for self-evaluation across all units. Second,
pre-lesson motivation did not explain self-evaluation, whereas post-lesson motivation did. Emotional
motivation related to home economics positively affected all aspects of self-evaluation, suggesting that
positive emotional value formed through the learning experience was closely associated with students’
assessments. Third, open-ended responses indicated that experiences such as a sense of accomplishment,
attachment to created items, and understanding the meaning of production processes aligned with
increases in cognitive and emotional motivation, supporting learners’ meaning-making and reflection.
Overall, self-evaluation in practical lessons was supported not by static pre-class factors but by
reflective strategies and positive motivation developed through fabric-based production experiences.
https://ror.org/04b5cmy23 
