Classroom structuring strategies affecting children's multiple goals

本研究旨在探讨教师的课堂管理、课堂结构与儿童的学业目标和社会目标之间的关系。儿童的学习活动受到课堂上社会环境的影响。G. Brophy，2004 ; Wentzel，2002）。教师的课堂教学行为对儿童的学习动机和社会动机有着重要的影响，因为教师的课堂教学行为能够规范课堂教学结构。然而，只有少数研究揭示了教师行为在促进儿童多重目标发展中的重要作用。F. Ryan，Hicks，1997）。因此，有必要研究教师行为的哪些特征促进了儿童的积极社会和学业成果（Nakaya，2007）。本研究旨在探讨教师管理行为对班级结构及儿童学业和社会目标设定的影响。参会人员：研究结果显示：（1）教师行为、班级结构与儿童目标间相关性的班级差异，在不同班级有差异。(2)第一学期教师的课堂行为在第二学期和第三学期受到结构和多重目标的影响。讨论了社会气氛在儿童学习过程中的重要性。

This study examined the relations of teacher's classroom management, classroom structure, and children's academic as well as social goals. Children's learning activities are affected by social contexts in the classroom(e. g. Brophy, 2004 ; Wentzel, 2002). Teacher's instructional behaviors for managing classroom would have important role for children's academic and social motivation, because their behaviors could specified the structures in classrooms. However, only few studies have revealed that the important role of teacher's behaviors in promoting children's multiple goals(c. f. Ryan, Hicks,1997). Therefore, it is needed to examine what features of teacher's behaviors promote children's positive social and academic outcomes(Nakaya, 2007). The purpose of this study was to examine the effects of teacher's management behaviors on classroom structures and children's academic and social goals setting. Participants : One hundred sixth graders in three classrooms.As a result,(1) Classroom Differences in Correlations among teacher's behavior, classroom structure, and children's goals were differed by each class.(2) Teacher's classroom behaviors at the first semester were influenced on structure and multiple goals at the second and third semester The importance of social climate in children's learning processes were discussed.