2016 年 25 巻 3 号 p. 248-251
The purpose of this study was to examine a process model in which children's perceptions of classroom prosocial goal structures were related to cooperative learning through their motivation. Fifth and sixth grade children (N=207) participated in the study. A path analysis revealed that the children's perceptions of classroom prosocial goal structure were related to the identified regulations for cooperative learning, which, in turn, were related to cooperative learning activities. It was suggested that the effects of classroom educational practices regarding social goals could be mediated by children's motivation for cooperative learning.
