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A Study of the School Identity Formation through School Uniform : The Case of Fukuoka Jo Gakuin
No full textThe Way of Childcare for Those Who Understand the Feelings of Children（2）: Kurahashi Souzou’s childcare methodology
Get PDFA part of the standard language guidance: in Kagoshima prefecture during prewar Ⅱ period: Focusing on the improvement of language environment
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Development of metamotivation scale
Get PDF本研究では，メタ動機づけを測定するための尺度作成を行った。研究１では，動機づけの制御，メタ動機づけ的知識，動機づけ観，に関する項目を作成し，尺度の構成を試みた。その結果，メタ動機づけ的活動，メタ動機づけ的知識，コントロール不能観，動機づけへの無関心の４因子が抽出され，尺度を構成した。研究２では，研究１で構成した尺度の信頼性と妥当性を検討した。その結果，内的一貫性，再検査信頼性，因子妥当性，構成概念妥当性のいずれにおいても尺度として使用可能な水準の信頼性・妥当性が確認された。メタ動機づけ的知識やコントロール不能観，動機づけへの無関心はメタ動機づけ的活動を介して，動機づけ始発方略の使用につながり，動機づけに影響するという動機づけ始発過程についても示したが，メタ動機づけ的知識についてはさらなる検討が必要な可能性も示した
Quick Task Effect: focus on students’ perceptions
Get PDFThis article is based on an intervention study conducted at a first-year university English class. The class used a fluency training activity, Quick Task, which is a brief task requiring students to talk and write about an assigned topic, making them think, explain and comment spontaneously. The aim of this research is to determine the extent to which this task was effective in making English less stressful and more enjoyable for the students. To help achieve this purpose, a quantitative research, comparing the results of pre- and post- course questionnaires, was conducted. The results showed that students gained a higher level of confidence and acquired a positive attitude towards learning English. The teacher also gained insights into what students thought and was encouraged to further develop this project. Practitioner research was found to be valuable
