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中学生の非認知能力測定尺度の開発
http://hdl.handle.net/2298/0002000861
http://hdl.handle.net/2298/0002000861c2677b75-4893-4cd3-b120-c74942fa39df
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0042_109-115.pdf (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||||||||
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| 公開日 | 2025-03-06 | |||||||||||||||||||||||
| タイトル | ||||||||||||||||||||||||
| タイトル | 中学生の非認知能力測定尺度の開発 | |||||||||||||||||||||||
| 言語 | ja | |||||||||||||||||||||||
| タイトル | ||||||||||||||||||||||||
| タイトル | チュウガクセイ ノ ヒニンチ ノウリョク ソクテイ シャクド ノ カイハツ | |||||||||||||||||||||||
| 言語 | ja-Kana | |||||||||||||||||||||||
| タイトル | ||||||||||||||||||||||||
| タイトル | The development of Non-Cognitive Qualities Scale of middle school students | |||||||||||||||||||||||
| 言語 | en | |||||||||||||||||||||||
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| 言語 | jpn | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題 | non-cognitive qualities, middle school education, teachers' educational approach | |||||||||||||||||||||||
| 資源タイプ | ||||||||||||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||||||||||||
| 著者 |
高崎, 文子
× 高崎, 文子
× 大塚, 芳生
× 酒井, 健太郎
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| 内容記述 | ||||||||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||||||||
| 内容記述 | The present study aimed to develop a comprehensive and component-specific scale to assess "non-cognitive qualities," especially those relating to "learning motivation and personal character," which are considered essential in the context of school education. Additionally, the research sought to clarify how these non-cognitive qualities develop over the course of middle school education. The study was conducted with 294 students from the 1st to 3rd grades of a public middle school, utilizing the "Non-Cognitive Qualities Scale" and a "Learning and School Life Survey." As a result of the analysis, ten factors were initially yielded as elements of non-cognitive qualities. However, based on item content, eight factors were ultimately identified as valid indicators. Among these, "self-regulated learning skills" "collaborative skills" "peer relationships" "self-esteem" "authenticity" and "intrinsic motivation" appeared to be cultivated through positive school experiences and instructional strategies employed by teachers. In contrast, "perseverance" and "future-oriented goals" emerged as traits that may not demonstrate immediate impact from teachers' methods alone, indicating a need for a longer-term developmental approach. |
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| bibliographic_information |
ja : 熊本大学教育実践研究 en : Bulletin of Center for Educational Research and School Development Faculty of Education Kumamoto University 巻 42, p. 109-115, 発行年 2025-02 |
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| NCID | ||||||||||||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||||||||||||
| 収録物識別子 | AA11700236 | |||||||||||||||||||||||
| 出版タイプ | ||||||||||||||||||||||||
| 出版タイプ | VoR | |||||||||||||||||||||||
| 日本十進分類法 | ||||||||||||||||||||||||
| 主題Scheme | NDC | |||||||||||||||||||||||
| 主題 | 371.45 | |||||||||||||||||||||||
| 出版者 | ||||||||||||||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||||||||||||||||||||
| 言語 | ja | |||||||||||||||||||||||
