Updated on 2021/10/26


Doctoral Education Consortium Designated assistant professor
Graduate School of Education and Human Development Designated assistant professor
Designated assistant professor

Degree 1

  1. 博士(教育学) ( 2017.4   東京大学 ) 

Research Interests 2

  1. motivation

  2. collaborative learning

Research Areas 1

  1. Humanities & Social Sciences / Educational psychology

Research History 2

  1. Nagoya University   Designated assistant professor


  2. Nagoya University   PhD Professional office   Designated assistant professor

    2015.2 - 2018.9

Education 1

  1. The University of Tokyo   Graduate School, Division of Education

    2010.4 - 2015.1

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    Country: Japan

Awards 1

  1. 優秀賞

    2012   公益財団法人 博報児童教育振興会   質の高い興味を育む授業方略の検討


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    Award type:Honored in official journal of a scientific society, scientific journal  Country:Japan


Papers 11

  1. PhDスキルフレームワークの作成と活用-名古屋大学院生の自律的スキル訓練支援- Reviewed


    名古屋高等教育研究   Vol. 20   page: 393 - 411   2020

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

    DOI: info:doi/10.18999/njhe.20.393

  2. Class Design for Developing Presentation Skills for Graduate Research Students Reviewed

    Tanaka, E. & Manalo, E.

    Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom     page: 247 - 262   2019.9

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    Authorship:Lead author   Language:English  


    Tanaka Etsuko


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    Language:Japanese   Publishing type:Research paper (scientific journal)  

    Web of Science

  4. Development of a Scale About Failure Beliefs in Academic Activities Reviewed


    The Japanese Journal of Educational Psychology   Vol. 65 ( 2 ) page: 197 - 210   2017

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:The Japanese Association of Educational Psychology  

    &nbsp;&nbsp;The present study developed a scale to measure individual differences in beliefs about failure in academic activities.&nbsp;&nbsp;In order to address the issue of children&rsquo;s vulnerability in dealing with abstract questions, we proposed a higher-factor model that hypothesizes an entire failure belief as a common factor in 4 situations: (a) engaging in a task, (b) making a statement in class, (c) taking a regular test, and (d) taking an entrance examination.&nbsp;&nbsp;In the main study, 984 junior high school students from the 7<sup>th</sup> to 9<sup>th</sup> grades participated in a questionnaire survey.&nbsp;&nbsp;The results of an exploratory factor analysis supported a 2-factor model consisting of &ldquo;utilization-possibility of failure&rdquo; and &ldquo;fearfulness toward failure&rdquo; in each of the 4 situations.&nbsp;&nbsp;In addition, fit indices of the hypothesized higher-order factor model satisfied the applicable criteria for acceptability.&nbsp;&nbsp;Correlation analysis provided evidence supporting the validity of the scale.&nbsp;&nbsp;We discuss possibilities for future study and educational practices by using the developed scale.

    DOI: 10.5926/jjep.65.197


  5. How can we capture the development of interest? : Review and integration of previous research using a three-element model Reviewed

    Etsuko Tanaka, Shin'ichi Ichikawa

    Japanese psychological review   Vol. 60 ( 3 ) page: 203-215   2017

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

    Interest in learning has important role in learning context. Recent research about interest pays attention not only to how much interest appears but also to how much the interest develops. The less-developed and well-developed interest would be caused in different way and have different function. However, unidimensional model proposed in previous research cannot capture the difference of development of interest clearly. This article proposes a tripartite model, which identify the level of development of interest with three dimensions; continuity, inherence, and value. Three dimensions makes the meaning of development of interest clearer and makes it possible to describe different psychological states of interest. Using this model, previous studies were reviewed and integrated. Finally, we discuss future research of interest and insight for educational practice.

  6. Effects of a high school peer-tutoring program on the quality of students' interactions and learning strategy use Reviewed

    Tatsushi Fukaya, Yuri Uesaka, Etsuko Tanaka, Keita Shinogaya, Shinichi Nishio, Shin'ichi Ichikawa

    Japanese Journal of Educational Psychology   Vol. 64 ( 1 ) page: 88 - 104   2016

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japanese Association of Educational Psychology  

    Peer tutoring may promote not only deeper comprehension of subjects, but also everyday use of more effective learning strategies. The purpose of the present study was to develop a peer-tutoring program and evaluate its effects on the quality of peer-tutoring interactions and students' learning strategy use. A preliminary program was implemented in 1 high school during the 2010 academic year. Although it was emphasized that the goal of peer tutoring is to deepen the understanding of both the tutor and the tutee, and instructions were provided on skills needed for peer tutoring, the student participants' questions and explanations tended to be superficial, and the tutors rarely checked their tutees' understanding of the tutors' explanations. It is possible that these problems were caused by the students' "instruction-learning schema", which could have portrayed the view that "tutors teach fragments of knowledge or procedural solutions through one-way instruction". On the basis of that hypothesis, a new program was developed that aimed to change students' schema into "tutors teach the relations between knowledge components interactively with their tutees". During the 2012 academic year, 8 classes of public high school students (n = 320) participated in the new program, which consisted of 6 one-hour sessions of lectures and peer tutoring. Analysis of the students' interactions revealed that the students asked and explained the relationships between knowledge components, and their comprehension test scores improved. In addition, the students' daily use of effective learning strategies, such as an explanation strategy, increased after they experienced the program.

    DOI: 10.5926/jjep.64.88


  7. Classification of students' interests in science and relation of interests to use of deepprocessing learning strategies and spontaneous learning behavior Reviewed

    Etsuko Tanaka

    Japanese Journal of Educational Psychology   Vol. 63 ( 1 ) page: 23 - 36   2015

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japanese Association of Educational Psychology  

    The purpose of the present study was to develop a scale to classify different kinds of interests in science, and to examine the features of those kinds of interests. Students in grades 5-10 (N = 1,998) completed questionnaires. Exploratory factor analysis revealed 6 factors: experience-based interest (e.g., "because we can use various instruments"), amazement-based interest (e.g., "because there are times when I'm surprised by the results we get in experiments"), accomplishment-based interest (e.g., "because I feel happy when I solve the questions and problems we get in class"), knowledge acquisition-based interest (e.g., "because I can learn about various kinds of things"), thought deepening-based interest (e.g., "because I can make my own predictions"), and daily life-related interest (e.g., "because it is connected to our own lives"). The results also showed that the means for the thought deepeningbased and daily life-related interests were lower than those for the other kinds of interests, although the former kinds of interests were found to relate to the use of deep-processing learning strategies and spontaneous learning behavior.

    DOI: 10.5926/jjep.63.23


  8. The Effects of Setting Concrete Lesson Introduction Goals on Cognitive and Motivational Aspects of Learning Reviewed

    Tanaka Etsuko


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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:The Japanese Association of Psychology in Teaching and Learning  

    This study examined the effects of setting concrete goals that focused on understanding during introduction to science lessons for second year middle school students. The goal was "to be able to account for the experimental results". The 99 student participants (the number of analysis object students was 66) were assigned to one of three groups: an experimental goal group (accounting for the experimental results), a daily goal group (accounting for the experimental result using daily life contexts), and a control group (not given a concrete goal). All groups were given the same explanation of the results of a science experiment. The findings revealed that providing a concrete goal enhanced students' motivation and the amount of notes taken of important information, regardless of whether daily life contexts were used. The result of a path analysis showed that the effect of the concrete goals on amount of notes accounted for an indirect effect mediating motivation, as well as for a direct effect. The latter suggests that concrete goals facilitate students' attention to important information. These findings suggest that setting concrete goals supports both cognitive and motivational aspects of learning.

    DOI: 10.20629/japtl.11.2_42

  9. Teaching Strategies that Foster Interest : Learners' Positive Emotion and the Cognition of Value Reviewed

    Etsuko Tanaka

    Japanese Journal of Psychology in Teaching and Learning   Vol. 9 ( 1 ) page: 12-28   2013.6

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

  10. Classification of Efficient Calculation Problems and the Effect of Instruction Using an Abstract Strategy Reviewed

    SUZUKI Masayuki, TANAKA Etsuko, MURAYAMA Kou, ICHIKAWA Shinichi

    Educational technology research   Vol. 34 ( 1 ) page: 75-83 - 83   2011

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

    DOI: 10.15077/etr.KJ00007561987

  11. Classification of Efficient Calculation Problems and the Effect of Instruction Using an Abstract Strategy Reviewed

    SUZUKI Masayuki, TANAKA Etsuko, MURAYAMA Kou, ICHIKAWA Shinichi

    Japan Journal of Educational Technology   Vol. 34 ( 1 ) page: 35-43 - 43   2010

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Educational Technology  

    There are calculation problems such as 1+2+3+97+98+99 which can be solved rapidly and easily by using certain techniques. We call these problems "efficient calculation problems" and it has been pointed out that many students do not always solve them efficiently. To address this problem among students, the current study developed a new teaching method. The first study sought to examine underlying subcategories of efficient calculation problems. Multidimensional scaling and cluster analysis to a similarity matrix obtained from expert judgments were conducted, and the results showed that 20 efficient calculation problems were classified into 8 categories. The second study examined the effect of intervention. 59 eighth graders and 52 fifth graders received an abstract strategy "think carefully about the whole expression" and were taught solution. The results indicated that the eighth graders solved similar problems efficiently after the intervention, while the fifth graders could not. The results also suggested that the effect of the intervention was greater among students with sufficient basic calculation skills.

    DOI: 10.15077/jjet.KJ00006440130

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Books 3

  1. Promoting Spontaneous Use of Learning and Reasoning Strategies.

    Emmanuel Manalo, Yuri Uesaka, Clark Chinn( Role: Contributor ,  7. The Effect of Teaching Styles on Students' Learning Strategy Use and Interest in Studying Science (Etsuko Tanaka))

    Routledge  2018  ( ISBN:1138680648

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    Language:English Book type:Scholarly book

    In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students' spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would prepare and serve them for life.

    Other Link: https://www.amazon.co.jp/Promoting-Spontaneous-Learning-Reasoning-Strategies/dp/1138680648

  2. 次世代のリーダーを担う博士人材の育成 : 名古屋大学PhDプロフェッショナル登龍門の取り組み

    杉山 直, 田中 瑛津子( Role: Joint editor)

    みやび出版  2018  ( ISBN:9784434250903

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    CiNii Books

  3. 「教育心理学の実践ベース・アプローチ:教育をつくりながら研究を創出する」

    深谷達史・田中瑛津子( Role: Contributor ,  教えあい活動を促す高校の学習法講座)


KAKENHI (Grants-in-Aid for Scientific Research) 3

  1. Curricular space: Developing learners' self-regulated thinking abilities through innovative curriculum design

    Grant number:20K20516  2020.7 - 2024.3

    Grants-in-Aid for Scientific Research  Grant-in-Aid for Challenging Research (Pioneering)

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  2. Understanding and improving interactive process between cognition and motivation in collaborative learning

    Grant number:18K13295  2018.4 - 2023.3

    Grants-in-Aid for Scientific Research  Grant-in-Aid for Early-Career Scientists

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    Authorship:Principal investigator 

    Grant amount:\4160000 ( Direct Cost: \3200000 、 Indirect Cost:\960000 )

  3. Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies

    Grant number:15H01976  2015.4 - 2019.3

    Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (A)

    Manalo Emmanuel, TAKAHASHI Yusuke

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    In this project, we were able to elucidate some of the crucial mechanisms underlying the successful development of global communication (GC), deeper learning (DL), and critical thinking (CT) skills. This included understanding the processes involved in the acquisition and use of these skills, and the various factors that can hinder their development and use. We developed some ways to measure/assess the development of GC, DL, and CT skills to help in educational decision-making, provision of feedback, and instructional adjustments to better meet learner needs. Most importantly, we developed concrete methods for promoting GC, DL, and CT skills, including interventions for the development of these skills in different learning contexts (e.g., independent learning, classroom learning), and at different educational levels (i.e., primary, secondary, tertiary). In total we were able to produce 284 outputs including 60 academic journal papers.