Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Part of collection (book)  

Authorship：Lead author,　Last author,　Corresponding author   Language：English   Publishing type：Part of collection (book)  

Web of Science

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

  The present study developed a scale to measure individual differences in beliefs about failure in academic activities.  In order to address the issue of children’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.  In the main study, 984 junior high school students from the 7^th to 9^th grades participated in a questionnaire survey.  The results of an exploratory factor analysis supported a 2-factor model consisting of “utilization-possibility of failure” and “fearfulness toward failure” in each of the 4 situations.  In addition, fit indices of the hypothesized higher-order factor model satisfied the applicable criteria for acceptability.  Correlation analysis provided evidence supporting the validity of the scale.  We discuss possibilities for future study and educational practices by using the developed scale.

DOI： 10.5926/jjep.65.197

Open Access

Scopus

CiNii Research

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

Open Access

Scopus

CiNii Research

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

CiNii Research

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

CiNii Research

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

Calculation problems such as 1+2+3+97+98+99 can be solved rapidly and easily by using certain techniques; we call these problems "efficient calculation problems." However, many students do not always solve them efficiently. To address this problem among students, this study developed a new teaching method. The first study sought to examine underlying subcategories of efficient calculation problems. To accomplish this, multidimensional scaling and cluster analysis to a similarity matrix obtained from expert judgments were conducted. As a result, we classified 20 efficient calculation problems into 8 categories. The second study examined the effect of an intervention on 59 eighth grade students and 52 fifth grade students. The students were instructed to use an abstract strategy that stated, "Think carefully about the whole expression," and were then taught the solution to the problem. The results indicated that the eighth grade students solved similar problems efficiently after the intervention, while the fifth grade students did not. The results also suggested that the effect of the intervention was greater among students with sufficient basic calculation skills.

DOI： 10.15077/etr.KJ00007561987

CiNii Research

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

CiNii Research

Event date： 2016.7

Language：English   Presentation type：Oral presentation (general)  

Event date： 2015

Language：Japanese   Presentation type：Oral presentation (general)  

DOI： 10.20587/pamjaep.57.0_88

CiNii Research

Event date： 2015

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.57.0_612

CiNii Research

Event date： 2014

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.56.0_870

CiNii Research

Event date： 2013

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.55.0_602

CiNii Research

Event date： 2012

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.54.0_50

CiNii Research

Event date： 2012

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.54.0_50

CiNii Research

Event date： 2011

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.53.0_244

CiNii Research

Event date： 2010

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.52.0_494

CiNii Research

Event date： 2009

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.51.0_477

CiNii Research

Event date： 2009

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.51.0_657

CiNii Research

Event date： 2009

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.51.0_656

CiNii Research

Event date： 2009

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.51.0_513

CiNii Research

Event date： 2008

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.50.0_69

CiNii Research

Event date： 2007

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.49.0_255

CiNii Research

Language：Japanese   Presentation type：Oral presentation (general)  

DOI： 10.20587/pamjaep.59.0_92

CiNii Research

Language：Japanese   Presentation type：Oral presentation (general)  

DOI： 10.20587/pamjaep.60.0_86

CiNii Research

Language：Japanese   Presentation type：Oral presentation (general)  

DOI： 10.20587/pamjaep.61.0_78

CiNii Research

Language：Japanese   Presentation type：Poster presentation  

DOI： 10.20587/pamjaep.55.0_545

CiNii Research