@article{oai:nagoya.repo.nii.ac.jp:00001607,
 author = {出口, 拓彦 and Deguchi, Takuhiko and 中谷, 素之 and Nakaya, Motoyuki},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学},
 month = {Dec},
 note = {The purpose of the present study was to examine the effects of teacher intervention and children's social responsibility goals on interaction in a small group learning setting. Thirty-three fourth grade school children served as participants. In study I, on field experimental sessions were conducted four times within small learning groups. Half of the children were assigned to experimental groups, while the other half were assigned to the control groups. The experimental and control groups were interchanged each session. The teacher closely observed the children in the experimental group, while paying little attention to the control. The children in both groups were ask to rate the frequency of interaction in the small group learning task. The results showed that the teacher's intervention reduced the frequency of negative interaction, and partly reduced the positive behavior that proceed the small group learning. In study II, effects of children's social responsibility goals on interaction in a small group learning context were examined. First, children rated the relevance of their social responsibility goals. Second, regular classes including small group learning sessions were surveyed. Finally, the degree of motivation for group learning was assessed. Analysis of variance revealed that children's prosocial goal positively influenced children's learning within the small group. Also, children's motivation for group learning was enhanced by their prosocial goal. The importance of consideration for both external (e. g. teacher) and internal (e. g. children's personal goals) factors in small group learning were discussed., 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 = {69--88},
 title = {グループ学習中の相互作用に及ぼす教師の介在および児童の社会的責任目標の影響},
 volume = {47},
 year = {2000}
}