学業場面における制御適合

Abstract

The purpose of this study was to investigate the “fit effects” (Higgins, 1997) on academic performances in daily lecture at a University. Additionally, “regulatory focus” was measured as a personality trait or manipulated as a situational variable to test “primed interference effect” (Lisjak, Molden, & Lee, 2012). The results show fit effect of trait regulatory focus and learning strategy or that of manipulated regulatory focus and learning strategy was robust in daily University lecture regardless of test format. On the other hand, primed interference effect was not revealed significant. These results were discussed in the relation to “selfregulated learning” (Zimmerman, 2001).