子どもにおける学習方略と学業成績の関係

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  • コドモ ニ オケル ガクシュウ ホウリャク ト ガクギョウ セイセキ ノ カンケイ
  • Relationship between Learning Strategy and Academic Performance in Children

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The present study was carried out to examine the relationship between the learning strategy and the academic performance in elementary school children. Ninety-three sixth graders were required to respond the 40 statements representing the four learning strategies, namely "Motivation" , "Thinking" , "Calculation" , and "Memory" strategies. Multiple regression indicated that the "Thinking" strategy scale predicted 22 % of academic test performance. Factor analysis yielded three factors which comprised 27 of theoriginal 40 statements. Each factor consisted of six or more items with loadings. 40 and having minimal overlap with other factors. Multiple regression indicated that Factor I which was called "Frequency of Thinking" predicted 29 % of test performance, but Factor II (careful study) and III (devised study methods)did not. These results were interpreted as showing that "Thinking" was critical to the academic performance in children.

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