児童の算数不安の構造及びそれに対する教師のサポートについて : ソーシャル・サポートの観点からの検討 A STUDY ON STRUCTURES OF CHILDREN'S ARITHMETIC ANXIETY AND METHODS OF TEACHER'S SUPPORTS : Examination from social support

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The purpose of this study was to investigate, with elementary school 5th and 6th graders, structures of children's arithmetic anxiety and methods of teacher's supports. The results of the investigation indicated that: (1)As children's arithmetic anxiety, 4 factors (F1:in class;F2:failure to solution of problems;F3:concerning the teacher;F4:connected to surroundings) were extracted. (2)There was every possibility with matter related to children's arithmetic anxiety that the teacher practiced supports children wanted but not the amount of supports. (3)A gap of supports between the children's expectation from the teacher and teacher's influenced on arithmetic anxiety in girls. (4)In arithmetic anxieties that were related immediately to problem solution, children wanted the teacher's instrumental support, and the trend was stronger in children with higher arithmetic anxiety. (5)On the contrary, in arithmetic anxieties with no immediate relation with problem solution, children wanted the teacher's emotional support, and the trend was seen higher in girls.

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被引用文献:  1件

各種コード

  • NII論文ID(NAID)
    110001893118
  • NII書誌ID(NCID)
    AN00345837
  • 本文言語コード
    JPN
  • 資料種別
    雑誌論文
  • ISSN
    00215015
  • NDL 記事登録ID
    4532385
  • NDL 雑誌分類
    ZF1(教育)
  • NDL 請求記号
    Z7-182
  • データ提供元
    CJP引用  NDL  NII-ELS 
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