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AN0006957X-00000086-0049.pdf
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Title |
Title |
保育科学生の達成目標志向性が実習成果に及ぼす影響
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Kana |
ホイクカ ガクセイ ノ タッセイ モクヒョウ シコウセイ ガ ジッシュウ セイカ ニ オヨボス エイキョウ
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Romanization |
Hoikuka gakusei no tassei mokuhyō shikōsei ga jisshū seika ni oyobosu eikyō
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Effects of achievement goal orientation on practical training results in early childhood education students
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金子, 智昭
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Kana |
カネコ, トモアキ
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Romanization |
Kaneko, Tomoaki
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Affiliation |
埼玉純真短期大学こども学科助教; 慶應義塾大学大学院社会学研究科教育学専攻後期博士課程3年
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慶應義塾大学大学院社会学研究科
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ケイオウ ギジュク ダイガク ダイガクイン シャカイガク ケンキュウカ
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Romanization |
Keiō gijuku daigaku daigakuin shakaigaku kenkyūka
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2018
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慶応義塾大学大学院社会学研究科紀要 : 社会学心理学教育学 : 人間と社会の探究
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Studies in sociology, psychology and education : inquiries into humans and societies
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86
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2018
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49
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60
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Abstract |
Improving the quality of pre-school teachers is considered important. It has been suggested that students' motivation during training might affect the process of their qualitative development as pre-school teachers. This study focused on the achievement goal theory of motivation and examined the effects of students' achievement goal orientation on the results of their practical training. Furthermore, types of students' achievement goals were explored, and correlations between each type of achievement goal and the practical training results were determined. The participants included early childhood education students (N=258). First, multiple regression analysis was conducted with three indices related to qualities of pre-school teachers from the practical training results (reflection, pre-school teacher efficacy, and competence) as dependent variables, and achievement goal orientation as an independent variable. The results indicated that mastery goals consistently improved practical training results, by improving the learning effects of practical training conducted with small children rather than just improve learning effects of micro-teaching using mock childcare practice. Furthermore, correlations between the three types of achievement goal orientations identified by cluster analysis and the practical training results were examined. The results indicated that the avoidance-goal orientation type achieved lower results than the multiple-goal orientation type. It is considered necessary to provide educational support for promoting mastery goals for the avoidance-goal orientation type students in pre-school teacher training courses.
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Keyword |
early childhood education students
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achievement goal orientation
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quality of pre-school teachers
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Departmental Bulletin Paper
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