塩見 剛一

The aim of this study was to examine the effects of self-management for developing basic social skills on classroom performance among undergraduate students in Japan. We conducted two studies. In the first study, 782 undergraduate students completed a questionnaire on behavioral intentions of self-management for developing basic social skills. Factor analysis revealed four factors of self-management: development, prevention, recovery, and cooperative relationships. In the second study, 373 undergraduate students attending an educational psychology class completed three questionnaires regarding （a） behavioral intention of self-management for developing basic social skills, （b）autonomous motivation, and （c） student apathy, respectively. In addition, we examined students’ performance in the educational psychology class. Results indicated that preventive self-management and identified motivation which was the one of the four subscales on autonomous motivation, partly predicted students’ class attendance and passing rate.

The purpose of the present study was to examine the relations between selfmanagement practices leading to the attainment of basic social skills and learning activities of undergraduate students. Undergraduate students（N=66）attending an “educational methodology” course at a Japanese private university, completed a questionnaire concerning their behavioral intentions concerning self-management they felt led to gaining basic social skills. The results indicated that “preventive selfmanagement”, which was one of the four subscales concerning behavioral intentions in self-management and basic social skills acquisition, was positively correlated with the number of times classes were attended and scores on a cource-contents recognition test.