心理学研究
Online ISSN : 1884-1082
Print ISSN : 0021-5236
ISSN-L : 0021-5236
原著論文
学習方略の使用に対する時期と使用法の有効性の認知
山口 剛
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ジャーナル フリー

2017 年 88 巻 1 号 p. 51-60

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Previous studies have shown a positive correlation between the use of a learning strategy and perceived benefits. However, the impact of perceived benefits as conditional knowledge in metacognitive knowledge has not been examined. The present study investigated the effect of perceived benefits about when (short and long) and how (persistent and suitable) to use learning strategies using two surveys. Each survey utilized a sample of undergraduate students from three different Japanese universities, and the Bayesian hierarchical modeling and within-person variance were used to verify the relationship between the use of a learning strategy and perceived benefits. The students completed questionnaires regarding cognitive (Survey 2a) and metacognitive (Survey 2b) strategies (Survey 1 included two strategies), and achievement goals (without Survey 1). Findings revealed the effects of long-term and short-term persistent perceived benefits on the use of a learning strategy in all the surveys. These results suggest that persistent benefits be emphasized in order to promote the use of learning strategies, and that the appropriate perceived benefits be emphasized in order to become an adaptive learner.

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© 2017 公益社団法人 日本心理学会
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