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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大學教育學部紀要. 教育心理学科
  4. 29

観察者の帰属作用に及ぼす観察訓練の効果

https://doi.org/10.18999/bulfep.29.245
https://doi.org/10.18999/bulfep.29.245
3e2b9d97-b5b5-48b5-b9ba-94ad055c36dd
名前 / ファイル ライセンス アクション
KJ00000726303.pdf KJ00000726303.pdf (724.2 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2006-01-06
タイトル
タイトル 観察者の帰属作用に及ぼす観察訓練の効果
その他のタイトル
その他のタイトル EFFECTS OF OBSERVERS' REPEATED OBSERVATIONS ON THEIR ATTRIBUTION
著者 坂西, 友秀

× 坂西, 友秀

WEKO 5863

坂西, 友秀

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BANZAI, Tomohide

× BANZAI, Tomohide

WEKO 5864

BANZAI, Tomohide

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抄録
内容記述 The present investigation examined effects of repeated observation of actors' achievement behavior on VTR. Several studies have shown that an empathic observer (EO) who was instructed to observe Sp's behavior from Sp's point of view tended to attribute Sp's behavior more to external factors - Luck and Task Difficulty, etc. - than an observer who observed the behavior from his own point of view (SO). We assumed a reason why such attributional discrepancy occures lies in difference between the most salient features for SO and that for EO. We derived, then, the following hypothesis in advance to the experiment: In spite of the difference of their point of view, observers would tend to ascribe the Sps' behavior more to internal factors after the second than the first observation. An experiment was conducted according to 2 x 2 x 2 factorial design: the first variable was point of view of the observation (empathic vs. standard), then second variable was sequence of observation (first vs. second), and the third variable was performance of Sps (success vs. failure). The first was a between-Ss, while the second and the third were within-Ss factors. Ss were told that the first observation was a practice trial, while the second for data. Immediately after each of the observations, they were made to make causal attribution of the Sp's performance. Maijor findings were as follow: 1. The main effect of point of view was significant: SO tendent to make more internal attribution than EO. 2. The main effect of performance was significant, too : Ss attributed Sp's success more to internal factors than failure. 3. The main effect of the sequence was significant, as well: Ss made stronger internal attribution after second than after first observation. Thus, it might be concluded that the hypothesis has been supported.
内容記述タイプ Abstract
内容記述
内容記述 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。
内容記述タイプ Other
出版者
出版者 名古屋大学教育学部
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/bulfep.29.245
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 03874796
書誌情報 名古屋大學教育學部紀要. 教育心理学科

巻 29, p. 245-253, 発行日 1982-12-28
フォーマット
application/pdf
著者版フラグ
値 publisher
URI
識別子 http://hdl.handle.net/2237/3620
識別子タイプ HDL
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