University Freshmenʼs Generic Skills and GPA at the First Semester: Relationship with Critical Thinking Attitude, Learning
| Autor: | SAWADA, Tadayuki |
|---|---|
| Jazyk: | japonština |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | 石川県立大学研究紀要. 4:91-100 |
| ISSN: | 2434-7167 |
| Popis: | 本研究では、地方 A 大学の 1 年生 3 年間分のデータを用いて、1 年前期終了時の汎用的技能および GPA の一般傾向と入学時の批判的思考態度、達成目標、学力および前期終了時の自己調整学習方略の獲得度との関連について検討した。その結果、PROG のリテラシーは入学年度による違いは見られず、男性よりも女性の方が高かった。また、入試種別による違いが見られた。一方、コンピテンシーには入試種別差は認められず、入学年度による差異が見られ、女性よりも男性の方が高かった。加えて、入学時の批判的思考態度や達成目標のバランス、前期終了時の自己調整学習方略の獲得度との関連が示された。1 年前期の GPA も男性よりも女性の方が高く、入学時の一部教科の学力および前期終了時の自己調整学習方略の獲得度との関連が認められた。本結果は、学修成果と入学時の資質・能力との関連のしかたにおける差異の有無に焦点を当てて議論された。 This study examined the relationship between generic skills at the end of the first semester and critical thinking attitude, achievement goals upon admission, and acquired self-regulated learning strategies. And the relationship between academic achievement (GPA) of the first semester and those factors were also examined. The data were collected over three years on first-year university students. Consequently, the progress report on generic skills (PROG) literacy was higher in women than in men, regardless of the admission year. Additionally, there were variations depending on the entrance examination type. Conversely, PROG competency was affected by the admission year, with a higher impact for men than for women, whereas the entrance examination type did not affect it. Further, a relationship was found between some competency aspects and a critical thinking attitude, balance of achievement goals upon admission, and degree of acquisition of self- regulated learning strategies at the end of the first semester. The GPA of women was also higher for the first semester than that of men, and a relationship was found between some subjects' initial academic ability and the degree of acquisition of self-regulated learning strategies at the end of the semester. These results were discussed, focusing on the presence or absence of differences in the relationship between learning outcomes and qualifications and abilities upon admission. |
| Databáze: | OpenAIRE |
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