教育方法に関する教師の自律性支援の志向性が:授業過程と児童の態度に及ぼす影響  [in Japanese] EFFECTS OF TEACHERS' BELIEFS RELATED TO TEACHING METHODS IN CLASSROOM TEACHING AND CHILDREN'S ATTITUDES:In relation with teachers'orientation toward autonomy  [in Japanese]

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Abstract

The purpose of this study was to investigate how teachers'beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils'attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers'beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomyoriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers'beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers'orientation toward autonomy was reflected in their teaching style and promoted pupils'learning motivation.

Journal

  • The Japanese Journal of Educational Psychology

    The Japanese Journal of Educational Psychology 45(2), 192-202, 1997

    The Japanese Association of Educational Psychology

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