工藤弘・守 一雄 Hiroshi Kudo & Kazuo Mori

1. 2005日本心理学会第69回大会ワークショップWorkshop at the 69th Annual Convention of JPA 2005成績下位中学生に自信を持たせる方法の発見How to promote confidence in low achievers in junior high school 工藤弘・守 一雄 Hiroshi Kudo & Kazuo Mori

2. 先行研究：Mori & Uchida (2005) (1)成績中下位の生徒に成功体験をさせると自己効力感は高まった。 A success experience promoted self-efficacy of low-achieving students. (2)自己効力感の上昇は１年間持続した。 The elevated self-efficacy was maintained for one year after the success. (3)成功体験は学業成績も向上させた。 The success experience eventually elevated the academic achievements.

3. 被験者-Participants 中学校１年生207名Two hundred and seven 7th grade junior high school students 易課題群：24名Easy-Task condition: 24 students 各クラス４名を直前の定期考査で26-50%ileの者から選出Four students from six classes. All of them were chosen from among students in the 26-50%ile on the recent achievement tests. 難課題群：183名Difficult-Task condition: 183 students High achievers

4. ものたから (易課題) もらかのた (難課題) アナグラム課題-Anagram tasks fMORIテクニックを使って　　　　難易度の違うアナグラム課題を提示Two different anagram tasks were presented using the fMORI technique.

5. LCD projector 課題提示: Task Presentation 各クラスで４人だけが易しい課題が見えるサングラスをかけた。Only four students in each class wore the sunglasses which allowed the viewers to see the easy tasks.

6. 自己効力感の変化Change in Sense of Capability Anagram Tasks 易課題群Easy Task Performers 難課題群Difficult Task Performers 易課題をやった生徒は自己効力感を向上させ、 それは１年間後も持続していた。 Easy Task Performers experienced an enhanced sense of capability after their success on the tasks.

7. 学業成績への影響Change in Academic Achievement Anagram Tasks 成績が 上昇した者の数 Number of students who raised their test scores 11/24 16/24 17/24 p＝．03 易課題群の生徒の２／３が学業成績も向上させた。 Two-thirds of the Easy Task Performers eventually raised their academic achievement scores.

8. 本研究の目的Purpose of the study 自己効力感の発生源 Sources of Self efficacy (Bandura，1977) ①成功体験Mastery experiences ②代理経験Vicarious experiences ③言葉での説得Social persuasion ④生理的高揚Physiological states ①を再確認し②を検証する。Replicate the Mori & Uchida experiment and examine the effect of vicarious experiences. また、失敗事態への両者の耐性を検討する。Also examine the resistance against failures.

9. 応援群Cheerers 被験者Participants 長野県内中学校1年生５クラス160名(80ペア) Five classes of 7th grade junior high school students 80 pairs 実験群（易課題群）学業成績26-50パーセンタイルの40人20ペアEasy-Task condition: 20 pairs chosen among 26-50 percentile range. 統制群（難課題群）その他の120人60ペアDifficult-Task condition: 60 pairs High achievers 各ペアの一方が課題遂行者、もう一方が応援者となる。In each pair, one was the performer and the other was the observer/cheerer. 遂行群Performers

10. ２回のアナグラム課題Anagram tasks were given twice １回目：内田・守(2004)と同様に難易差のあるアナグラム課題を実施 First, 2 levels of anagram tasks were given using the fMORI technique. ２回目：筆記テスト形式で全員に難問版(全員が１回目難課題の平均値20/30程度の正答になるよう作成)を実施 Second, the same level as the difficult one of the first anagram task was given to all in the paper-and-pencil format.

11. 自己効力感尺度Capability Self-Ratings 「言葉の並べ替えゲームがうまくできる自信がある」に対して５件法で回答Participants predicted their own success on a 5-point scale in answer to the question; “How well will you perform in the word reconstruction game ?” ５＝よくあてはまるVery well ４＝あてはまるWell ３＝どちらでもないNeutral -- Average ２＝あてはまらないPoorly １＝まったくあてはまらないVery poorly

12. アナグラム１回目 1st anagram task アナグラム２回目 2nd anagram task 自己効力感の変化Change in Self-efficacy Ratings Success Vicarious Control Control/cheerer Pre Post A month Two months & Four months later

13. 結論-Conclusion • 成功体験は自己効力感を向上させることが再確認された。 • Success experience promoted the self-efficacy. • 成功体験者はその後の失敗にも耐性があった。 • Those who experienced success tended to maintain their self-efficacy even after a failure experience. • 成功体験者は難問にも比較的良い成績を示した。 • Those who experienced success performed better even the difficult anagram tasks than the other students. • 代理経験の効果はハッキリしなかった。 • The effect of vicarious experience was weak and ambiguous.

14. 謝辞Acknowledgments 本研究は科学研究費補助金（萌芽研究16653054）を受けて行われた。実験実施にあたっての倫理的な配慮として、あらかじめ実施校の校長・教頭に説明し了解を得た。また、生徒に対しては、実験内容の説明を実験の２ヶ月後に行った。実験にご協力くださった中学校の生徒さんおよび学校関係者の方々に感謝します。 This research was supported by a Grant-in-Aid from the Japanese MiEXT (Grant #16653054). We had obtained the informed consent of the principal and vice-principal of the junior high school before we conducted this experimental research. We also explained the presentation trick directly to the participants two months after the first anagram tasks. We wish to express our thanks to the students and teachers who participated in and supported this research project. 文献-References • Bandura，A．1977 Social Learning Theory. Englewood Cliffs, New Jersey: Prentice-Hall（原野広太郎監訳　1979『社会的学習理論』金子書房） • Mori, K. & Uchida, A. 2005 Can Artificially Contrived Success Affect Subsequent Achievement among Junior High School Students? Manuscript submitted for publication.