理科の学習素材における自己選択効果と自己効力感に関する基礎的研究 : メタ記憶能力からの一考察

抄録

The purpose of this research is, firstly, to confirm the occurrence of the self-choice effect in high school students through their science study materials; and secondly, to clarify the relatedness of learners' self-efficacy to their metamemory of the learning content, based on the result of an experiment and analysis of self-efficacy. The findings of this study are as follows: 1. The students were grouped into two; one group was given learning material by the teacher, and the other was offered a choice of materials. Then all students were given a recognition test on their memory for word and object information in the learning material. The average score of the students who were offered a choice was much higher than that of the students who were given the material by the teacher. It was found that most of the students who had chosen their materials showed a self-choice effect. 2. The scores of the recognition test on the memory for nonwords and non-object information in the learning material also showed a similar tendency and thus confirmed the self-choice effect. 3. Compared with the students in whom no self-choice effect was observed, those where a self-choice effect was observed received higher scores on several principal conceptions which make up the learner's self-efficacy: "Control" and Agency Beliefs for "Effort", Cognitive Self-management "Planning of the problem solution", and "Processing of information on the problem solution". This showed that the students' self-efficacy had some influence on their metamemory. These results provide us with an important suggestion for improving students' academic motivation for learning science.