INTERACTION EFFECTS OF TEACHERS’ EDUCATIONAL POLICY AND STUDENTS' LEARNING GOAL ORIENTATION ON STUDENTS’ LEARNING-AS-DUTY CONCEPTION

Abstract

In order to clarify the effects of teachers’ Educational Policy on students’ Learning-as-duty Conception, we examined the effects of interaction between teachers’ Educational Policy and students’ Learning Goal Orientation on Learning-as-duty Conception of the students. A questionnaire survey was conducted with 50 teachers and 189 undergraduate students at a Japanese public university. The interaction between teachers’ Educational Policy and students’ Learning Goal Orientation showed a significant or a marginally significant for students’ Learning-as-duty Conception in five of twelve cases. The findings suggested that the relationship between teachers’ Educational Policy and students’ Learning-as-duty Conception may change depending on the level of students’ Learning Goal Orientation. three The and sample items are (E1) Support for Task Execution (5 items; α .77), “Advise on theme settings” “Show clear goals to be achieved.” Formative Evaluation of Presentation (4 items; content of the presentation” “Evaluate skills of the presentation”; Teaching on (2 .25, p <. 01). This result showed that in the seminar consisting of students with low Learning Goal Orientation, the more the teacher tried to understand the students’ characteristics, the higher the students’ Learning-as-duty Conception became.