{"created":"2023-06-26T10:46:43.748460+00:00","id":726,"links":{},"metadata":{"_buckets":{"deposit":"e19c996a-3897-423c-94e8-93cff3306c5d"},"_deposit":{"created_by":3,"id":"726","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"726"},"status":"published"},"_oai":{"id":"oai:sgul.repo.nii.ac.jp:00000726","sets":[]},"author_link":["912","911"],"item_4_alternative_title_19":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The effects of school transition on school adjustment and academic motivation over the elementary to junior high school period：VI : Stability of goal structures and its effects on academic motivation and school adjustment in elementary and junior high schools students"}]},"item_4_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-02-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"99","bibliographicPageEnd":"76","bibliographicPageStart":"61","bibliographic_titles":[{"bibliographic_title":"札幌学院大学人文学会紀要 = Journal of the Society of Humanities"}]}]},"item_4_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"同じ学年の１学期（T2）と３学期（T3）の間の小学校（24学級）と中学校（12学級）の目標構造の安定性と変化について検討した。熟達目標志向性の目標構造に関して学年ごとに高低の２群に分け，２（調査時期）×２（目標構造の高低）の分析を行った結果，小学生では７か月の間で変化がなかった学級の割合は58.8％だったのに対して，中学生は100％であった。また，T3の目標構造が翌年の学業動機や学校適応感などに対する持ち越しの影響を調べた。熟達目標志向性で高群は，低群に比べると適応的な学習パターンを示した。これと同じ結果は遂行目標においても見られた。つまり，前の学年で遂行目標が低いと認知した学級で学んだ子どもは，高いと認知した子どもよりもレジリエンスが高く，学習時間も長かった。しかし，中学生においては，熟達目標と遂行目標の構造の影響力は小さかった。","subitem_description_type":"Abstract"},{"subitem_description":"We studied the stability and change of goal structures of elementary schools （24 classrooms） and junior high schools （12 class rooms） by investigating the longitudinal data in two periods （T2： first semester and T3： third semester）. By deviding the median of the mean score of the goal structures of each class, then, analyzed 2 （period）×2 （types of goal structures）. The percentage of unchanged vs. changed were 58.8% among classrooms in elementary schools and 100% among the junior high school classrooms. We also investigated the carry－over effects of goal structures in T3 on the academic motivation and school adjustment in the next year（T4）. The students belonging to the classrooms with higher goal structures in mastery goal orientation showed more adaptive learning patterns in comparing with the lower students. And the effects patterns of the performance goal structures were quite similar to the mastery goal. That is to say, the students in the classrooms characterized as lower performance goal structure were more resilient and studied longer time than the students in higher groups. However, these influences of the goal structures were small or negligeable among junior high school students.","subitem_description_type":"Abstract"}]},"item_4_description_40":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_description":"Bulletin","subitem_description_type":"Other"}]},"item_4_description_5":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"論文","subitem_description_type":"Other"},{"subitem_description":"Article","subitem_description_type":"Other"}]},"item_4_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"912","nameIdentifierScheme":"WEKO"}],"names":[{"name":"USUI, Hiroshi"}]}]},"item_4_publisher_33":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"札幌学院大学総合研究所"}]},"item_4_source_id_8":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"0916-3166","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"臼井, 博"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2016-11-07"}],"displaytype":"detail","filename":"JB-99-061.pdf","filesize":[{"value":"1.1 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"JB-99-061.pdf","url":"https://sgul.repo.nii.ac.jp/record/726/files/JB-99-061.pdf"},"version_id":"15e8b541-3ae1-4a39-b2b2-036ec766d10a"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"学校適応","subitem_subject_scheme":"Other"},{"subitem_subject":"学習動機","subitem_subject_scheme":"Other"},{"subitem_subject":"目標構造","subitem_subject_scheme":"Other"},{"subitem_subject":"縦断的研究","subitem_subject_scheme":"Other"},{"subitem_subject":"達成目標理論","subitem_subject_scheme":"Other"},{"subitem_subject":"school adjustment","subitem_subject_scheme":"Other"},{"subitem_subject":"academic motivation","subitem_subject_scheme":"Other"},{"subitem_subject":"goal structure","subitem_subject_scheme":"Other"},{"subitem_subject":"longitudinal study","subitem_subject_scheme":"Other"},{"subitem_subject":"achievement goal theory","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"小学校から中学校への学校間移行の学校適応と学習動機に対する影響 (6) : 小中学校の学級の目標構造の安定性と翌年の学業動機や学校適応感に対する影響","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"小学校から中学校への学校間移行の学校適応と学習動機に対する影響 (6) : 小中学校の学級の目標構造の安定性と翌年の学業動機や学校適応感に対する影響"}]},"item_type_id":"4","owner":"3","path":["76"],"pubdate":{"attribute_name":"公開日","attribute_value":"2016-04-15"},"publish_date":"2016-04-15","publish_status":"0","recid":"726","relation_version_is_last":true,"title":["小学校から中学校への学校間移行の学校適応と学習動機に対する影響 (6) : 小中学校の学級の目標構造の安定性と翌年の学業動機や学校適応感に対する影響"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2023-07-26T05:42:33.647959+00:00"}