Item type |
デフォルトアイテムタイプ(フル)(1) |
公開日 |
2009-08-19 |
タイトル |
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タイトル |
教師期待が学業成績の原因帰属に及ぼす影響 |
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言語 |
ja |
タイトル |
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タイトル |
TEACHER EXPECTATION, AUTHORITARIANISM, AND ATTRIBUTIONS OF CAUSALITY FOR PUPILS' PERFORMANCES |
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言語 |
en |
作成者 |
古城, 和敬
天根, 哲治
相川, 充
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アクセス権 |
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アクセス権 |
open access |
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アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
権利情報 |
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言語 |
ja |
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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 |
内容記述 |
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内容記述 |
The present study was to investigate the influences of teacher expectation and authoritarianism on their attributions of causality for pupils' performances. Subjects were twenty-four school teachers(15 males and 9 females). Half of them were assigned to a high authoritarian group, and the others to a low authoritarian group, based on their self-rating scores on reconstructed authoritarian personality scales. All teachers were interviewed as to their expectations for each of their pupils. At the same time, a standardized arithmetic test was administered to all the pupils in their classrooms. Considering the interview data, 2 pupils with positive expectation ratings and 2 pupils with negative expectation ratings were selected in each class as the targets for this experiment. Selected pupils were assigned to one of four conditions on the basis of both their performances on the arithmetic test and the direction of teacher expectation, i.e. positive expectation-high performance, positive expectation-low performance, negative expectation-high performance, and negative expectation-low performance. Teachers were informed of all targets'test performances, and were then asked to rate the effects of causal factors(ability, effort, test difficulty, and luck)on pupils' performances, using 7-point scales. Resultant findings: (1)Teachers tended to attribute high performances by positive-expectation pupils to internal factors much more than those of negative-expectation pupils, and low performances by positive-expectation pupils to external factors much more than those of negative-expectation pupils. That is, pupils' performances were attributed in the direction of confirming teachers'preestablished expectations. (2)It was partly found that the relation between teacher expectation and causal attribution for pupils' performances was influenced by teacher's authoritarianism. That is, high authoritarian teachers tended to attribute the causality for pupils' performances in the direction of confirming teachers' preestablished expectations more strongly than did low authoritarian teachers. These findings were discussed from the viewpoint of teacher expectation effects. |
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言語 |
en |
出版者 |
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言語 |
ja |
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出版者 |
日本教育心理学会 |
日付 |
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日付タイプ |
Issued |
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日付 |
1982-06-30 |
言語 |
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言語 |
jpn |
資源タイプ |
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資源タイプ |
journal article |
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資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
識別子 |
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識別子 |
http://hdl.handle.net/10559/13650 |
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識別子タイプ |
HDL |
関連情報 |
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識別子タイプ |
NCID |
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関連識別子 |
AN00345837 |
収録物識別子 |
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収録物識別子タイプ |
ISSN |
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収録物識別子 |
00215015 |
収録物名 |
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言語 |
ja |
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収録物名 |
教育心理学研究 |
巻 |
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巻 |
30 |
号 |
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号 |
2 |
開始ページ |
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開始ページ |
91 |
終了ページ |
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終了ページ |
99 |