抄録
The purpose of this study was to examine the validity of the psychological environment in the classroom. The psychological environment in the classroom was evaluated by a task scale, an authority scale, a recognition scale, and an evaluation scale. One hundred thirty-six sixth graders were given questionaire on their perceptions of the psychological environment in the, classroom, their perceived abilities, their aptitude for classrooms, and their individual goal orientations. As a first research, sub-dimensional components of the psychological environment in the classroom was constructed. By applying factor analysis four factors were found. The result of path analysis showed that a motivational model composed of three levels, the psychological environment→perceived ability or aptitude for classroom→academic achievement was valid. As a second research, the relationship between individual goal orientation and the psychological environment in the classroom was scrutinized. The main result indicated that children's perception of the psychological environment in the classroom depended on the salience of their individual goal orientations. Finally, the authors described the possibility that the conceptions of the psychological environment in the classroom contributed to the science teaching in Japanese classroom. And also the authors pointed out the necessity that the new categories of classroom's environment in Japanese classroom were defined.
