大学生の自己効力感と学習行動 • College Students’ Self-Efficacy and Learning Activities

Page No.: 
244
Writer(s): 
津村修志 盛岡貴昭 大阪商業大学 • Shuji Tsumura, Takaaki Morioka; Osaka University of Commerce

ある種の学習行動と自己効力感の高低との関係を探索するため、非英語専攻の4年制私立大学1年生426名を対象に質問紙調査を行った。選択式項目と自由記述式項目を採用し、後者にはテキストマイニング分析を行いキーワード間の関連を探索した。また、自己効力感の高い学生を《高群》、低い学生を《低群》として独立性の検定を行った結果、《低群》は人と話すこと、ペアワーク、グループでの話し合いに消極的で、グループ活動では思い通りにできない、人任せになってしまうと感じており、また、声を出したり、人前で発表することに抵抗があることが分かった。一方《高群》は、声を出すことに抵抗がなく、グループ活動に肯定的な意識を持っていることが示された。高い自己効力感を育むことは学習者を自律と学習成功に導く。自己効力感、グループ活動と声を出すことに対する意識の間で関連が見られたことは、好ましい学習行動へのヒントとなるだろう。

This study looked for the relationship between self-efficacy and college students’ attitudes toward learning activities, especially reading aloud and cooperative learning. 426 Japanese university students were asked to respond to a questionnaire, which included the generalized self-efficacy scale, 26 multiple-choice questions on learning activities, and two open-ended questions on reading aloud and cooperative learning. The answers to the open-ended questions were analyzed by text-mining and a correspondence analysis, and multiple-choice items were analyzed using chi-square tests. The findings showed that the low self-efficacy students were reluctant to read aloud and work in groups, though they were interested in acquiring correct English rhythm and intonation. Also both high and low self-efficacy students realized that cooperative learning was worthwhile. The authors believe that even low self-efficacy students would enjoy reading aloud with the use of prosody and working in groups after they engage in such activities a few times.

PDF: 
Website developed by deuxcode.com