Children's Social responsibility goals, Interest for science learning, and Adaptation to the Classrooms.

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  • 社会的責任目標と理科学習への興味・関心と動機づけ,認知的共感性,および学級適応との関連 : 学年差に注目した検討
  • シャカイテキ セキニン モクヒョウ ト リカ ガクシュウ エ ノ キョウミ カンシン ト ドウキヅケ ニンチテキ キョウカンセイ オヨビ ガッキュウ テキオウ ト ノ カンレン ガクネンサ ニ チュウモク シタ ケントウ

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Abstract

This study examined the relations among children's social responsibility goals, interest forscience learning, and adaptation to the classrooms. New scales for measuring interest for science and'science motivation were constructed. Two hundreds and twenty eight fifth graders and one hundred and eighty eight eighth graders were answered to the questionnaires which included five scales; social responsibility goals, cognitive empathy, adaptation to the classrooms, science motivation, and interest for science. Analysis of variance revealed that social responsibility goals positively influenced on adaptation to the classrooms, science motivation, and interest for science. Also, cognitive empathy has significant effect to these variables. These findings indicated that mutual relationships between children's social competence and academic outcomes.

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