Effects of Teaching That Aims to Promote Self-learning Ability on Self-concepts and Metacognition

提高自学能力教学对自我概念和元认知的影响

• 批准号: 13610182
• 负责人: FUJITANI Tomoko
• 金额: $ 0.64万
• 依托单位: Mukogawa Women's University , Junior College Division
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13610182/
• 关键词: metacognition; self-concepts; self-larning ability; aptitude-treatment interaction; self-evaluation; multiple regression analysis; 適正処遇交互作用

The purposes of the present study was to examine the effects of the teaching that aimed to promote self-learning ability on the self-concepts and metacognitlon.The 15-item self-concepts questionnaire, the 12-item metacognition questionnaire and the achievement test of arithmetic were administered to 109(3 classes) fifth grade children. Then the teaching that intended promoting self-learning ability was conducted to 36 children (1class) during about 2 months. After the teaching, the self-concepts questionnaire, the metacognition questionnaire and the achievement test of arithmetic were administered. About 1 year after, the self-concepts questionnaire and the metacognition questionnaire were administered again.The results were as following: (l) Weak correlations were obtained between Metacognition and Self-concepts, but significant correlations were not obtained between Metacognition and achievement test score. (2) The main effect of the teaching on the achivemnt test score and the thinking score was not obtained enough. (3) The main effect of the teaching on the self-concepts and the metacognitive capabilities was not obtained enough. The self-concepts and metacognitive capabilities as the aptitudes influenced the self-concepts and metacognitive capabilities as each. (4) Metacognition and the teaching influenced children's self-evaluation activities.The implications of these results for providing help for the future studies in the elementary school, and the measure of metacognition were discussed.

本研究采用15个项目的自我概念问卷、12个项目的元认知问卷和算术成绩测验，对109名(3个班)五年级儿童进行了自我概念和元认知能力的测试。然后在2个月左右的时间里，对36名1个班的儿童进行旨在提高自学能力的教学。教学结束后，进行自我概念问卷、元认知问卷和算术成绩测验。结果表明：(L)元认知与自我概念之间存在弱相关，而元认知与学业成绩之间没有显著相关。(2)教学对学业成绩和思维成绩的主效应不够充分。(3)教学对自我概念和元认知能力的主效应不够明显。自我概念和元认知能力作为学习倾向影响自我概念和元认知能力。(4)元认知和教学对儿童的自我评价活动有影响，并讨论了这些结果对今后小学学习的启示，以及元认知的测量。

项目成果

FUJITANI,Tomoko: "Effects of Teaching That Aims to Promote Self-Learning Ability on Self-concepts and Metacognition."Bull Mukogawa Women 's Univ. Humanities and Social Sci. 25-33 (2002)

藤谷智子：“旨在促进自学能力的教学对自我概念和元认知的影响”，牛武库川女子大学。