@article{oai:nagoya.repo.nii.ac.jp:00001457, author = {伊藤, 崇達 and Ito, Takamichi}, journal = {名古屋大學教育學部紀要. 心理学}, month = {Dec}, note = {This study examined the relationships among learning strategies, motivation, metacognition and academic achievements. Seventy-eight fourth grade elementary school children were asked to describe their knowledge and use of learning strategies, and to estimate their self-efficacy and intrinsic value for arithmetic. A questionnaire-type instrument reported in Okamoto (1991) was used to assess metacognition. The results showed that metacognition was positively related to self-regulated learning strategy and academic achievements. Self-efficacy was correlated with academic achievements, but not learning strategies. These findings were discussed in terms of the development of self-regulation., 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。}, pages = {135--143}, title = {小学生における学習方略,動機づけ,メタ認知,学業達成の関連}, volume = {44}, year = {1997} }