This study aimed to explore the relations between dislike, hard-working, change of academic achievement, difficulty, confidence (self-efficacy, competence, and self-esteem), and task values. A questionnaire was administered to 112 senior high school freshmen (male : 52, and female : 60). The data were analyzed by means of multi-dimensional-analysis, such as canonical correlation analysis, and cluster analysis). In conclusion, it is unraveled that the patterns in dislike, hard-working, and change of academic achievement are related to those in task values rather than to those in difficulty and confidence (self-efficacy, competence, and self-esteem) in learning English. Therefore, it is assumed that we, high school teachers, should put more emphasis on value education in teaching English.
抄録全体を表示