Abstract
The purpose of this study was to clarify the effects of feedback and ref lection on the Need for Cognition. Junior high school students were divided into an experimental group and a control group, and the effect was examined through comparison. We conducted two lessons in the historical f ield of social studies and analyzed responses to the Need for Cognition scale before and after. As a result, the group who gave the feedback of the evaluation result for the report task and wrote the ref lection tended to have higher the Need for Cognition. And, we also analyzed ref lections in the experimental group. As a result, it became clear that students who were able to write in detail increased their Need for Cognition. Through research, it was suggested that the Need for Cognition could be increased by returning evaluation results to learners and having them write their reflections concretely.
