意見文産出における目標達成支援介入の効果とその個人差の検討

意見文産出に対する書き手の期待・価値に着目して

抄録

This study examines the effects of goal-achievement support on reducing My-side bias when writing argumentative essays. High school students (N=93) wrote argumentative essays under two different conditions; (1) Control condition: students were given the goals of generating more counterarguments and rebuttals, and (2) Experimental condition: where in addition to those goals, students were instructed to write like a journalist as a form of goal-achievement support. The finding that students in the experimental condition generated more rebuttals than those in the control condition suggests that the goal-achievement support reduced My-side bias. Moreover, significant interactions were also observed in terms of student expectations and values towards writing, such that the goal-achievement support had less influence on the generation of counterarguments and rebuttals in students with high expectations towards their own writing skills, while, in contrast, it had stronger effects on reducing My-side bias in students with high intrinsic interest in the value of writing.