@article{oai:nagoya.repo.nii.ac.jp:00002262,
 author = {石田, 勢津子 and ISHIDA, Setsuko},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {The present study is designed to examine effects of external achievement-related information upon the self-learning system. This system is regarded as consisting of four processes: goal setting, self-monitoring, self-evaluation, and self-reinforcement. The present experiment focuses in paticular on goal setting and self-evaluation for purpose of clarifying factors that impact upon these processes. Two factors, i.e., variation of achievement-related information and the perceived level of one's knowledge, are examined regarding its possible impact upon them. The 264 undergraduate students were assigned to the three experimental conditions. In Condition I, Ss were given information on mean number of answers associated with the task. In Condition II, Ss were given information on the highest number of answers. In Condition III, Ss were given both information (mean and the highest number of answers). Next, each experimental condition was divided into three subgroups, according to the perceived level of one's knowledge on Chinese characters. Then, the effect of interaction between the two dimensions (Condition and Subgroup) were examined. Ss were asked to write as many Chinese characters which sound "shin" as possible in ten minutes. Before this task session, Ss were also asked to estimate their possible number of answers on the task (goal setting). At this moment, experimental conditions were introduced. After the task session, all Ss were asked to evaluate their performance on a 3-point scale (self-evaluation). Subsequently, to examine the effect of antecedent experience on goal setting for the next task, the similar task was given to all Ss. Then, they were asked to estimate their possible number of answers by using information either on mean or on the highest number of answers, which Ss were also asked to choose. The results are as follows. 1. On Condition I, the mean goal level was lower than given numbers provided as information in all three subgroups. In general, however, the higher the perceived competence, the higher the self-evaluation. 2. On Condition II, among the high perceived competence subgroup, Ss estimated their goal level higher than those in the other subgroups. However, it was found that the self-evaluation was relatively low even in this sub-group. 3. On Condition III, results on goal setting were similar to those for Condition II. However, results on self-evaluation were not different from those on Condition I. 4. In general, Ss underestimated their goal and performance levels. 5. In subsequent task, a greater number of Ss selected the mean number of answers in formulating their estimated achievement levels. But their selections were found to be affected by the antecedent experimental condition, the perceived competence, and self-evaluation. The above results suggested that achievement-related information had effects upon the level of goal setting and self-evaluation. But these effects were different depending on the perceived level of competence. Also, it was found that the different information could be used as an internal criterion between the goal setting process and the self-evaluation process., 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 = {1--8},
 title = {自己学習システムの研究 : 外的達成規準が自己目標,自己評価規準に及ぼす影響},
 volume = {32},
 year = {1985}
}