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児童の社会志向性・課題志向性と共同課題解決事態における行動について
http://hdl.handle.net/10513/943
http://hdl.handle.net/10513/943b2e72240-7038-4fd0-a500-9b11829fbefe
| 名前 / ファイル | ライセンス | アクション |
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110001892524.pdf (1.1 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||
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| 公開日 | 2010-12-24 | |||||||
| タイトル | ||||||||
| タイトル | 児童の社会志向性・課題志向性と共同課題解決事態における行動について | |||||||
| 言語 | ja | |||||||
| タイトル | ||||||||
| タイトル | BEHAVIORS OF SOCIALLY ORIENTED AND TASK-ORIENTED CHILDREN UNDER A COOPERATIVE PROBLEM-SOLVING SITUATION | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | journal article | |||||||
| 著者 |
中山, 勘次郎
× 中山, 勘次郎
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | 本研究では, 社会志向性と課題志向性との高低の組合わせによって構成される4つの類型の児童が, 共同課題解決場面においてどのような行動を示すかが分析された。その結果, 社会志向性・課題志向性ともに高いHH群は, 作業量も多く, 対人的働きかけにおいても積極的・主張的であった。これに対して課題志向性の優位なLH 群は, 作業量は多いが, 共同者との会話には積極的でなく, 共同者に対して情報を与えることも, 共同者の質問に同意・不同意を返すことも少なかった。また社会志向性の優位なHL群では, 全般に親和的発言が多い傾向にあった。これらの結果は, 両志向性の組合わせから予想される行動と比較的よく対応するものであった。このことから本研究は, 全般的に, 社会志向性・課題志向性という 2つの志向性を仮定し, その組合わせから児童の動機特性をとらえることの有効性を支持するものと言えよう。このほか, HL群の質問に対して共同者からの応答が少ないこと, LH群が共同者によって積極的な行動を示す場合と示さない場合があること, 両志向性とも低い LL群について, 特に独自な特徴が見出せなかったことなど, 各志向性からは必ずしも予測できない結果も得られており, これらについては, さらに検討が必要であると考えられる。 | |||||||
| 言語 | ja | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | According to Nakamura & Finck(1980), motivational trait of children could be made of two kinds of orientation, that is, social orientation and task-orientation. The socially oriented children are willing to participate in socially visible work, whereas task-oriented children are interested in mastery process. Nakayama(1983)developed a questionnaire to measure children's relative intensity of these orientations. In this study, behaviors of the socially oriented and task-oriented children were investigated under a cooperative problem-solving situation. The questionnaire was administered to 84 children(42 boys and 42 girls)in the fourth grade, and these children were classified into four groups according to their relative intensity of the two orientations. These groups were named HH group(both orientations being high), HL group(social orientation being dominant), LH group(task-orientation being dominant), and LL group(both orientations being low), respectively. Subjects, divided into pairs of the same sex, were told to build a miniature house with a set of blocks(121 pieces). Their behaviors were recorded on videotape, and analyzed later. The indices were(1)frequency of their behavior categorized into fifteen categories, (2)four composite scores using the behavior category, (3)rate of answers given to subject's or co-worker's question, and(4)number of pieces being set. The result indicated that each group showed their respective characteristic behaviors. HH group set more pieces of block, and interacted in a leading and assertive manner with their co-worker. They frequently directed their co-worker and even pointed out their mistakes. In contrast, LH group set most pieces of all, still giving less information and answering less often to their co-worker. They were also found to take up positive attitude toward LL group but not toward HL group. The result of HL group lacked clarity, but it was suggested that they would approach their co-worker in a friendly wanner. Nevertheless, they suffered cooperation from their co-worker; for example, explanation responses from the co-worker were less frequent. Finally, LL group wasn't found to be inferior or take any other characteristic behavior on any indices. It seemed rather modest in the cooperative working. These results could be explained at least partly by the pattern of a ralative intensity of orientations. This supported the effectiveness of the two orientations and their relative intensity pattern in describing motivational traits of children and predict their behavior. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 教育心理学研究 巻 32, 号 4, p. 276-285, 発行日 1984-12-01 |
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| 出版者 | ||||||||
| 出版者 | 日本教育心理学会 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 0021-5015 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00345837 | |||||||
| 権利 | ||||||||
| 言語 | ja | |||||||
| 権利情報 | 本文データは日本教育心理学会の許諾に基づきCiNiiから複製したものである | |||||||
| 情報源 | ||||||||
| 関連名称 | http://ci.nii.ac.jp/naid/110001892524 | |||||||
| 関連サイト | ||||||||
| 識別子タイプ | URI | |||||||
| 関連識別子 | http://ci.nii.ac.jp/naid/110001892524 | |||||||
| 関連名称 | http://ci.nii.ac.jp/naid/110001892524 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
