児童の学業成績における自己評価維持と学級適応に関する研究

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  • ジドウ ノ ガクギョウ セイセキ ニ オケル ジコ ヒョウカ イジ ト ガッキュウ テキオウ ニ カンスル ケンキュウ

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The relation between self-evaluation maintenance in school performance and school morale among elementary school children was examined. Questionnaires were administered to two hundred and fifteen (113 male, 102 female) elementary schoolchildren. They were asked to name their close classmates and school subjects which they considered both relevant and not relevant to their self-definition. They were also asked to complete the School Morale Test (SMT, Nihon Bunka Kagakusha). The SMT consists of four categories of 15 items each (e.g., motivation to learn, interest in school, etc.). Analyses of actual grades showed that the children performed better than their close friend on highly self-relevant subjects and performed worse on less relevant subjects. That is, the children showed the operation of the self-evaluation maintenance mechanism predicted by the SEM model. This self-evaluation maintenance mechanism was found among the higher learning motivation group but not among the lower learning motivation group. It was also found that both the higher elementary school interest group and the higher elementary school classmate relationship group showed a self-evaluation maintenance tendency. These results suggest that children with higher school morale engage in self-evaluation maintenance and it is necessary to help the children with lower school morale engage in self-evaluation maintenance.

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