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6 ,, , Class size Motivation p = Student level (Level 1) Class level (Level 2) Item 3 Item 13 Item 23 Item 33 Item 43 Item 53 Item 63 Item 73 Motivation Item 3 Item 13 Item 23 Item 33 Item 43 Item 53 Item 63 Item 73 Class size e Motivation Characteristics of school β = β = 1 2

9 i

13 (Finn, Pannozzo, & Achilles, 2003) (Blatchford, 2016) (Ahn & Brewer, 2009) (Heckman, 2000) Dee & West (2011) NELS:88 (National Education Longitudinal Study of 1988) ,396 (2012) TIMSS (Trends in International Mathematics and Science Study: ) ,031 16

14 (Midgley, Kaplan, Middleton, Maehr, Urdan, Anderman, Anderman, & Roeser, 1998) (Diseth & Kobbeltvedt, 2010) (Elliot & Thrash, 2002) (Simons, Dewitte, & Lens, 2004) (Harackiewicz & Elliot, 1993) (Diener & Dweck, 1978) (Elliot & Murayama, 2008) (Wentzel, 1998) (Finn et al., 2003) (Liem, Lau, & Nie, 2008; Schunk, Meece, & Pintrich, 2012) 1.2

15 1 3

17 (1) (2) (3) , ,643

19 2 7 *1 (Midgley et al., 1998) (, 2000) Item Class size Characteristics of shcool Motivation e Mplus7.4(Muthén & Muthén, ) 1( ) 2( ) 2( ) 2 CS j d j *1

20 Student level (Level 1) Class level (Level 2) Item 3 Item 3 Item 13 Item 13 e Item 23 Item 23 Item 33 Motivation Item 33 Motivation Item 43 Item 43 Item 53 Item 53 Item 63 Item 63 Class size Characteristics of school Item 73 Item

21 (SD = 7.85) Frequency Class size 3.1

22 β CS β d Parameter Estimate SE p Student level λ 1 [Item3, loading] λ 2 [Item13, loading] λ 3 [Item23, loading] λ 4 [Item33, loading] λ 5 [Item43, loading] λ 6 [Item53, loading] λ 7 [Item63, loading] λ 8 [Item73, loading] ξ1 2 [variance] Class level λ 9 [Item3, loading] λ 10 [Item13, loading] λ 11 [Item23, loading] λ 12 [Item33, loading] λ 13 [Item43, loading] λ 14 [Item53, loading] λ 15 [Item63, loading] λ 16 [Item73, loading] β d [regression coefficient] β CS [regression coefficient] ξ2 2 [variance]

23 β d = 1 β d = = β = β = 3.2

24 (Johnston, 1989) (Wentzel, 1998)

25 3 13 (Diener & Dweck, 1978)

27 15 Ahn, J., & Brewer, D. J. (2009). What do we know about reducing class and school size? In G. Sykes, B. Schneider, D. N. Plank, & T. G. Ford (Eds.), Handbook of Education Policy Research. (pp ). New York: Routeledge. Blatchford, P. (2016). Is it true that class size does not matter? A critical review of research on class size effects. In P. Blatchford, K. W. Chan, & M. Galton (Eds.), Class Size : Eastern and Western Perspectives. (pp ). London: Routledge. Dee, T. S., & West, M. R. (2011). The non-cognitive returns to class size. Educational Evaluation and Policy Analysis, 33, Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The why s of class size: Student behaviour in small classes. Review of Educational Research, 73, Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, Heckman, J. J. (2000). Policies to foster human capital. Research in Economics, 5, 3 56.

28 16 Johnston, J. M. (1989). Teacher perceptions of changes in teaching when they have a small class or an aide. Peabody Journal of Education, 67, Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students achievement goal orientations. Contemporary Educational Psychology, 23, Muthén, L. K., & Muthén, B. O. ( ). Mplus user s guide. 7th ed. Los Angeles, CA: Muthén and Muthén. (2012), Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. 4th ed. Boston: Pearson. Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you ll know what you learn!. British Journal of Educational Psychology, 74, (2000),,,, Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90,

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教育社会学会（180903d）

教育社会学会（180903d） 2018/09/03 70 at teruki.sanada.s8@dc.tohoku.ac.jp Outline of this talk 1 Introduction 2 3 4 5 6 1 1 Introduction 1970 18/02/26 17/07/29 2 1 Introduction U 14000 12000 10000 8000 6000 4000 2000 0 H18 H19