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Promotion of academic achievement of junior high school students through enhancing their self- efficacy by a contrived success experience Kazuo Mori & Akitoshi Uchida Tokyo University of Nagano Sairyo Junior High School Agriculture and Technology DIV05-OC10 Academic achievement, 13:00-14:30 July 10 th , 2014, Room 203 Floor 2

Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

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Page 1: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Promotion of academic achievement of junior high school students through

enhancing their self-efficacy by a contrived success experience

Kazuo Mori & Akitoshi Uchida          Tokyo University of Nagano Sairyo Junior

High School         Agriculture and Technology

DIV05-OC10 Academic achievement, 13:00-14:30 July 10th, 2014, Room 203 Floor 2

Page 2: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

A Vicious Circle in School

HighAchievement

High Self-efficacy

High Motivation

LowAchievement

Low Self-efficacyLow

Motivation

HighAchievement

High Self-efficacyHigh

Motivation

In order to cut the vicious circle…

We need to let them get a high achievement score…

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Page 3: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Therefore, schoolteachers…give easy tasks to low achieving students. However, it is self-evident to them as well as their classmates that those tasks are easy ones.Getting a high score itself… does not suffice for promoting their self-efficacy. For getting a confidence, they need to get a higher score than their classmates. Then, how can we let low achieving students to get higher scores than their classmates? If they would, they’d not have been low achieving students!

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Page 4: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Crucial Point: Anagram Tasks

STIPUD(Easy task)

Thirty anagrams with five Japanese letters・ Ten tasks were prepared with two levels of difficulty・ Twenty were used for both conditions

PSITDU(Difficult task)

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Research PurposeTo examine whether a contrived success on anagram tasks in junior high school students may promote their subsequent academic achievement through enhanced self-efficacy.

Page 5: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Method : The fMORI Technique

LCD projector (EPSON LP-700) The G fragment and

the R&B fragments are projected together onto the same screen.

Two pairs of polarizing sunglasses can separate the G fragment and the R&B fragments.

T

S

Red & Blue

Gre

en

5

Since the Green and the other two (Red and Blue) LCD panels are placed perpendicularly in the projector, either the Green or the Magenta fragments can be separately blocked by

polarizing filters. (See Mori, 2007, for details.)

Page 6: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

High achievers

Method : Participants・ Easy-Task condition: 78 studentsFour to six students from each class, 78 (35 boys and 43 girls) in total, were chosen from the 26-75 percentile ranks on the recent achievement tests.

・ Difficult-Task condition: 227 studentsThe 227 students (121 boys and 106 girls) were selected from the 26-75 percentile ranges, corresponding to the percentile ranks of the target students.

・ There were 617 students participated in total, including those in these experimental conditions. 6

Page 7: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Only four to six students in each class wore the sunglasses which allowed the viewers to see the easy tasks.

LCD projector

Method: Task Presentation

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Page 8: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Experimental Procedure

・ Each task was presented for 10 seconds with a 5 sec. interval.・ Ten common tasks were followed by another ten common tasks with ten critical tasks randomly mixed among them.・ Lastly, only the well-performing students were asked to raise their hands in the class to indicate their number of correct answers.

General instructions

Ten common tasks

Ten common tasks and ten critical tasks

were randomly presented.

Appreciation of those who did well

in the class.

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Page 9: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Self-efficacy Rating

As expected, the students in the Easy Task condition

performed well.

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Participants predicted their own success on a 5-point scale in answer to the question; “How well will you perform in the word reconstruction game?”

・5= Very well・4= Well・3= Neutral --

Average・2= Poorly・1= Very poorly

Number of Tasks Solved

Page 10: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Results : Self-efficacy Change

Easy Task Performers experienced an enhanced self-efficacyafter their success on the tasks. The effect lasted one year or more.10

Page 11: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

Results : Academic Achievement

The target boys raised their academic achievement scores statistically higher than their counterparts. No significant differences were found among the girls. Please note that the gradual decline of

the other groups are only illusionary (Mori & Uchida, 2012)11

Page 12: Promotion of academic achievement of junior high school students through enhancing their self-efficacy by a contrived success experience Kazuo Mori & Akitoshi

References• Mori, K. (2007). Projecting two words with one machine: Presenting two different visual

stimuli using just one projector without viewers’ noticing the duality. Behavior Research Methods, 39, 811–815.

• Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy among junior high school students? Research in Education, 82, 60-68.

• Mori, K. & Uchida, A. (2012). The leading group effect: Illusionary declines in scholastic standard scores of mid-range Japanese junior high school pupils. Research in Education, 87, 64-74.

AcknowledgmentsThis research was supported by Grants-in-Aid from the Japan Society for the Promotion of

Science to AU (Grant No.19905005) and to KM (Grant No.16653054 & 23653182). We obtained the informed consent of the principal and vice-principal of the junior high school

before we conducted this experimental research. It was approved by the ethical committee of Tokyo University of Agriculture and Technology in 2009. We also explained the

presentation trick directly to the participants one month after the anagram tasks. We wish to express our thanks to the principal and teachers of Shinonoi Nishi Junior High School,

Nagano, Japan, for the opportunity to conduct this experiment and to the students for participating in the experiments. We also thank Kazue Ohta, Kosuke Goto, and Yu Satoh

of Shinshu University for their help during the anagram task administrations. We are indebted to Rebecca Ann Marck for her superb work in editing the English manuscript. 12