Preferences for Engagement With Kanji Learning of Children Enrolled in Special Support Classes: Effects of Preferences and Choice Opportunities

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  • 特別支援学級在籍児童における漢字学習課題の選好に及ぼす要因――選好および選択機会による効果――
  • トクベツ シエン ガッキュウ ザイセキ ジドウ ニ オケル カンジ ガクシュウ カダイ ノ セン コウ ニ オヨボス ヨウイン : セン コウ オヨビ センタク キカイ ニ ヨル コウカ

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Abstract

<p>Study objective: Factors influencing the preferences for kanji learning of children enrolled in special support classes for students with intellectual disabilities were investigated. Study I examined the children’s preferences for performing a high-preference task after a low-preference task, and Study II, their preferences for a choice opportunity after a low-preference task. Design: Preferences for learning tasks were assessed as follows: In Study I, the children were asked to choose a printed material to perform only low-preference tasks and another printed material to perform high-preference tasks after low-preference tasks. In Study II, the children were asked to choose printed material with choice opportunities for the task after a low-preference task and printed material without choice opportunities. Setting: A classroom. Participants: Children enrolled in elementary school special support classes (N = 4 boys). Independent variables: Having a high preference task (Study I) and having a choice opportunity (Study II). Measure: The children’s choice of printed materials. Results: In Study I, printed materials for high-preference tasks were preferred even when the children had to do many low-preference tasks. In Study II, some of the children preferred printed materials with a choice opportunity, even when they had to perform many low-preference tasks. Conclusion: It is possible that high-preference tasks and choice opportunities could reinforce engagement in low-preference tasks. However, whether they functioned as reinforcers could not be verified strictly, so that remains a task for future research.</p>

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