College Student's Beliefs about Learning, Preferences for Instructional Styles and Learning Behavior

大学生を対象に,学習観と学習過程の関連を2つの調査によって検討した。調査1では,学生が講義における情報伝達の形態に対しどのような好みを示すか,それが彼らの抱く学習観とどう関連するかを検討し,調査2では,学習観と自主的な学習行動への専心がどう関連するかを検討した。その結果,「思考過程」を重視し,「失敗への柔軟性」が高い学生ほど,学習すべき知識がよく構造化された形で提示されること好み,「意味理解志向」や「方略志向」の強い学生ほど,知識の構造を自ら構築させるような情報提示を好む傾向が示された(調査1)。また,これらの適応的な学習観を持つ学生は,自主的な学習行動においても,気分や感情をよりよくコントロールし,計画的に学習に専心できる傾向が見られた(調査2)。学習者の学習観を考慮に入れた講義構成の意義について考察した。Two studies examined the relationship between college students' beliefs about learning and learning process. In Study 1, the relationship between students' learning beliefs and their preferences for instructional styles was investigated. In Study 2, the relationship between learning beliefs and self-learning behavior out of class was investigated. There was a tendency that students who regarded thinking process as important and who were more adaptable to failure preferred instructional style in which the information is structured by faculty well. There was another tendency that students who used deeper and more elaborate study strategies preferred instructional style which makes students build the structure of information creatively (Study l). Moreover, students who supported those more adaptable learning beliefs were able to be intentionally committed to self-learning out of class, controlling their feelings better (Study 2). Implications of these findings are discussed in terms of instructional practices