Factors that Influence the Sense of Achievement during the Period for Integrated Studies in Elementary School

Abstract

This research clarifies what kind of factors and personality traits influenced the sense of achievement during “the period for integrated studies” in an elementary school. As a result of conducting a questionnaire survey of 239 fifth and sixth graders of an elementary school and by performing a covariance structure analysis, it has been found that teacher's “appropriateness of support” was an important factor that directly and indirectly increased “sense of achievement”. Among the Big Five on personality traits, “Agreeableness” influence on “appropriateness of support”, while “Conscientiousness” influence on “appropriateness of support”, “specificity / consistency” and “activity to information gathering”. It was shown that teachers need to provide appropriate advice and learning support in order to enhance implement the sense of achievement during “the period for integrated studies”. In addition, it was suggested a possibility of enhancing the sense of achievement by developing children's “Agreeableness” and “Conscientiousness” in other subjects and school life.