グループ学習における動機の時系列変動経過のための診断項目群の作成について

柏木 繁男

doi:10.4992/jjpsy.47.316

CONSTRUCTION OF A QUESTIONNAIRE BASED ON THE THEORY OF BRADFORD'S THREE COMPONENT LEARNING MOTIVATION WITH THE PURPOSE OF THE DIAGNOSTIC INVESTIGATION OF LEARNING PROCESS IN T GROUP

SHIGEO KASHIWAGI

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1977 Volume 47 Issue 6 Pages 316-324

DOI https://doi.org/10.4992/jjpsy.47.316

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Published: March 20, 1977 Received: March 23, 1976 Available on J-STAGE: July 16, 2010 Accepted: - Advance online publication: - Revised: -
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Date of correction: July 16, 2010 Reason for correction: - Correction: TITLE Details: [in Japanese]

Date of correction: July 16, 2010 Reason for correction: - Correction: ABSTRACT Details: Wrong : Discussion was made concerning the proposal of a questionnaire for the investigation of the learning process of T group in the following steps.
The first section was devoted to the review of some psychological studies of the three component theory of Bradford's (1967) concerning the learning motivation of T group, and to the suggestion of the possibility to construct a questionnaire consisting of adjective or short sentence type of items which was assumed to be convenient to apply and reliable psychometrically.
Two kinds of main topics were discussed in the second section: 2-(1) collection of tentative items and 2-(2) selection of final items and their numerical classification. Particularly, in 2-(2), the emphasis was placed on the explanation of a tentative questionnaire and of the psychometrical principle of classification of items based on data matrix of raw scores. A final quastionnaire consisting of 50 items was presented together with their rotated results classified in Table 1, and discussion was made concerning the describability of changes of learning process in T group following the theory of Bradford's through Fig. 1.
Some comments were made on the practical use of the questionnaire in the third section. The first was the reflection of items, the second the evaluation of changes of learning process of T group, and the third the differences between the latent trends based on Table 2 and the manifest ones based on Table 3 which were also presented in Figs. 1 and 2. The recommendation of current use of the questionnaire was made on the assumption that some part of it could be revised in need of prospective users.
Right : Construction of a questionnaire, which was assumed to be reliable and easy to use, for the investigation of temporal changes of learning motivation based on the 3 component theory of Bradford's was proposed. 2 topics were discussed: (a) Collection of items consisting of adjectives or short sentences, and (b) their final classification based on an orthooblique type of factorization. Several technical comments were made on the practical use of the questionnaire and on both the latent and manifest ways of the evaluation of the 3 component learning motivation theory.

Date of correction: July 16, 2010 Reason for correction: - Correction: PDF FILE Details: -

Abstract

Construction of a questionnaire, which was assumed to be reliable and easy to use, for the investigation of temporal changes of learning motivation based on the 3 component theory of Bradford's was proposed. 2 topics were discussed: (a) Collection of items consisting of adjectives or short sentences, and (b) their final classification based on an orthooblique type of factorization. Several technical comments were made on the practical use of the questionnaire and on both the latent and manifest ways of the evaluation of the 3 component learning motivation theory.

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