{"created":"2023-05-15T10:54:52.972341+00:00","id":4611,"links":{},"metadata":{"_buckets":{"deposit":"2e77ff86-3051-4d1b-91a7-00bae8facc20"},"_deposit":{"created_by":17,"id":"4611","owners":[17],"pid":{"revision_id":0,"type":"depid","value":"4611"},"status":"published"},"_oai":{"id":"oai:juen.repo.nii.ac.jp:00004611","sets":[]},"author_link":["14131","14132"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2002-03","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"2","bibliographicPageEnd":"616","bibliographicPageStart":"605","bibliographicVolumeNumber":"21","bibliographic_titles":[{"bibliographic_title":"上越教育大学研究紀要"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では，中学校の授業場面における生徒の達成目標の様相とその変化，および達成感情との関連について，探索的に検討が加えられた。中学生121名を対象に，木工製作学習の5つの段階ごとに，作業前の達成目標と作業後の達成感情を質問紙により測定した。その結果，達成目標は，達成目標志向性に関する研究と同様な3種類が見いだされた。このうち熟達目標は一貫して満足感と関連し，失敗回避目標は悔しさや落胆と関連していた。失敗回避目標が負の感情と結びついているという事実は，パフォーマンス目標を持ち有能感の低い人が，特に失敗経験からネガティブな影響を受けやすいとするElliott ＆Dweck（1988）の指摘と対応する。また能力目標は，組み立て段階で満足感と落胆の両方に正の関連を示していることから，能力目標の高い人たちが，作品のできばえに焦点を当てて喜んだり落胆したりしやすいことが確認された。達成目標・達成感情の段階間の推移は男女で大きく異なっており，女子が工具を用いた作業に苦手意識を強く持っていることが示唆された。","subitem_description_type":"Abstract"},{"subitem_description":"In order to investigate how situation-specific achievement goals are set and changed during a long-term achievement task, 121 junior high school students were asked to rate their goals at the beginning of every 5 stages of making woodwork, and then rated their achievement-related emotions at the end of every these stages. The results showed that the mastery goal consistently related to satisfaction, while failure-avoidance goal related to negative emotions, i.e. regret and discouragement. These results supported the effectiveness of mastery goal and suggested that students with high failure-avoidance goal were vulnerable to failure experiences. In the final stage where students complete their work, ability goal related to both positive and negative emotions. Students with high ability goal tend to focus on the results of their work. Then it was suggested that when they failed, their ability goal can easily turned to failure-avoidance goal.","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"上越教育大学"}]},"item_10002_relation_12":{"attribute_name":"論文ID（NAID）","attribute_value_mlt":[{"subitem_relation_type":"isIdenticalTo","subitem_relation_type_id":{"subitem_relation_type_id_text":"AN10284863","subitem_relation_type_select":"NAID"}}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"0915-8162","subitem_source_identifier_type":"ISSN"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"中山,  勘次郎"},{"creatorName":"ナカヤマ, カンジロウ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"14131","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Nakayama,  Kanjiro","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"14132","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2015-06-17"}],"displaytype":"detail","filename":"kiyo21_2-13.pdf","filesize":[{"value":"659.4 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"kiyo21_2-13.pdf","url":"https://juen.repo.nii.ac.jp/record/4611/files/kiyo21_2-13.pdf"},"version_id":"deabb998-f485-4c3c-9774-39b27bbabf3d"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"達成目標","subitem_subject_scheme":"Other"},{"subitem_subject":"達成感情","subitem_subject_scheme":"Other"},{"subitem_subject":"マスタリー目標","subitem_subject_scheme":"Other"},{"subitem_subject":"パフォーマンス目標","subitem_subject_scheme":"Other"},{"subitem_subject":"achievement goals","subitem_subject_scheme":"Other"},{"subitem_subject":"achievement-related emotions","subitem_subject_scheme":"Other"},{"subitem_subject":"mastery goal","subitem_subject_scheme":"Other"},{"subitem_subject":"perfomance goal","subitem_subject_scheme":"Other"},{"subitem_subject":"ETYP:教育実践","subitem_subject_scheme":"Other"},{"subitem_subject":"STYP:中学校","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"製作学習における達成目標と達成感情との関連","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"製作学習における達成目標と達成感情との関連","subitem_title_language":"ja"}]},"item_type_id":"10002","owner":"17","path":["1000"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2009-05-22"},"publish_date":"2009-05-22","publish_status":"0","recid":"4611","relation_version_is_last":true,"title":["製作学習における達成目標と達成感情との関連"],"weko_creator_id":"17","weko_shared_id":-1},"updated":"2024-03-04T05:16:06.033063+00:00"}