2024-03-28T19:50:15Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00002218
2023-11-09T02:05:28Z
323:350:373:394
THE CRITERION-SETTING IN SELF-EVALUATION
自己評価基準の設定要因
石田, 勢津子
5908
ISHIDA, Setsuko
5909
1983-12-24
This study is aimed to clarify the processes of self-learning system. This system, which is constructed from some anticipate models (Kanfer, Bandura), consists of four processes: goal-setting, self-monitoring, self-evaluation, and self-reinforcement (self-evaluative behavior). These processes are influenced by many external and internal factors. The present study is designed to examine the factors that influence on self-goal (goal-setting) and self-evaluation processes, especially on the criterion-setting in self-evaluation. Additionally, the influence by the different kinds of tasks are examined. In research I, the subjects are 93 female undergraduates and three kinds of tasks are used. These tasks are different for the degree of defineness on the correct answers. In research II, the report task is assigned to the same 93 subjects in research I. Main results are as follows: (1) The interest (motivation) on the task is important factor to the criterion-setting. (2) The cost of problem-solving influenced on the criterion. (3) The degree of task defineness influenced on the criterion. (4) Generally, Ss underrate their performance.
国立情報学研究所で電子化したコンテンツを使用している。
departmental bulletin paper
名古屋大学教育学部
1983-12-24
名古屋大學教育學部紀要. 教育心理学科
30
27
40
http://hdl.handle.net/2237/3641
03874796
jpn