小学校外国語科における自己調整学習に関する研究

—自己調整学習方略の使用と自己効力感に対する分析を通して—

抄録

This study examined the relationship between self-regulated learning strategies and self-efficacy among Japanese sixth graders (N = 117). Multiple regression analysis identified two significant predictors of self-efficacy, strategies for rehearsal/elaboration and organization. The findings suggest that promoting the use of these strategies can positively influence self-efficacy, providing valuable insights for improving instruction in elementary English lessons.