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学業場面における制御適合
https://doi.org/10.34356/00000386
https://doi.org/10.34356/000003868bda50b0-f7e2-4616-b13e-903d88bee2fd
名前 / ファイル | ライセンス | アクション |
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学業場面における制御適合 (1.4 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2017-03-23 | |||||
タイトル | ||||||
タイトル | 学業場面における制御適合 | |||||
言語 | ||||||
言語 | jpn | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.34356/00000386 | |||||
ID登録タイプ | JaLC | |||||
別タイトル | ||||||
その他のタイトル | The Regulatory Fit in an Academic Setting | |||||
著者 |
市原, 学
× 市原, 学 |
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著者別名 | ||||||
姓名 | ICHIHARA, Manabu | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The purpose of this study was to investigate the “fit effects” (Higgins, 1997) on academic performances in daily lecture at a University. Additionally, “regulatory focus” was measured as a personality trait or manipulated as a situational variable to test “primed interference effect” (Lisjak, Molden, & Lee, 2012). The results show fit effect of trait regulatory focus and learning strategy or that of manipulated regulatory focus and learning strategy was robust in daily University lecture regardless of test format. On the other hand, primed interference effect was not revealed significant. These results were discussed in the relation to “selfregulated learning” (Zimmerman, 2001). | |||||
出版者 | ||||||
出版者 | 都留文科大学 | |||||
書誌情報 |
都留文科大学研究紀要 en : 都留文科大学研究紀要 号 85, p. 1-14, 発行日 2017-03-01 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0286-3774 | |||||
NCID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00149431 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 |