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未来のポジティブ出来事に伴う感情予測が学習動機づけに及ぼす影響
https://kinjo.repo.nii.ac.jp/records/754
https://kinjo.repo.nii.ac.jp/records/754c6e4c673-b174-4a86-baee-ec73b962eb4b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文 (1.3 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2015-12-16 | |||||
| タイトル | ||||||
| タイトル | 未来のポジティブ出来事に伴う感情予測が学習動機づけに及ぼす影響 | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | The Change of Learning Motivation : When People Predict their Affective Reactions after Receiving a Hypothetical Positive Feedback | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | affective forecasting | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | motivation for learning | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
野田, 理世
× 野田, 理世 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The present study investigated how affective forecasting influenced motivation for learning by analyzing students’ predicted future positive affective states. Participants (N = 264) were asked to complete a learning motivation assessment. One week later, the learning motivation was assessed again under affective forecasting, test prediction and control conditions. In the affective forecasting condition, participants predicted how they would feel if they were to receive positive feedback on a next examination, while in the test prediction condition, participants were asked to predict their results and their associated thoughts. Moderate self-determined motivation (“Identity”) was influenced by affective forecasting and yielded higher motivational scores under the affective forecasting condition than either the test prediction condition or the control condition. On the other hand, “Internal”, “Social Approval” and “External” motivations were influenced neither by future prediction nor by affective forecasting. “Identity” motivation is more autonomous, self-determined and has a highly valued behavioral goal. The results indicated that people were more motivated to learn because the predicted positive affective reactions were appealing to them, in regard to their “Identity” motivation. | |||||
| 言語 | en | |||||
| bibliographic_information |
ja : 金城学院大学論集. 人文科学編 en : Treatises and Studies by the Faculty of Kinjo Gakuin University. Studies in Humanities 巻 12, 号 1, p. 48-57, 発行日 2015-09-30 |
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| 出版者 | ||||||
| 出版者 | 金城学院大学 | |||||
| 言語 | ja | |||||
| item_10002_source_id_9 | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 18800351 | |||||
