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浅山 慧
アサヤマ アキラ ASAYAMA Akira 所 属 札幌校 職 名 講師 |
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| 言語種別 | 英語 |
| 発行・発表の年月 | 2024/01/10 |
| 形態種別 | 学術雑誌 |
| 査読 | 査読あり |
| 標題 | The Effect of Episodic Future Thinking on Learning Intention: Focusing on English Learning Goal‐Relevant Future Thinking in University Students |
| 執筆形態 | 共著第一著者 |
| 掲載誌名 | Japanese Psychological Research |
| 掲載区分 | 国内 |
| 出版社・発行元 | Wiley |
| 巻・号・頁 | 66(2),pp.195-209 |
| 総ページ数 | 15 |
| 担当区分 | 筆頭著者,責任著者 |
| 著者・共著者 | Akira Asayama, Masato Nagamine, Ryo Kainuma, Li Tang, Shuhei Miwa, Miki Toyama |
| 概要 | This study investigated how episodic future thinking affects university students' learning intentions. Japanese students (N = 70) were assigned to one of three conditions: episodic future thinking, semantic future thinking, or control. In the episodic condition, participants imagined and described events tied to achieving important learning goals. In the semantic condition, they reflected on their future selves after graduation and rated relevance to their goals. The control group completed unrelated tasks. Results showed that when goal importance was high, those in the episodic condition reported stronger learning intentions—planning to study longer—than those in other groups. Thus, vividly imagining goal achievement enhances motivation more than general future self-reflection. |
| DOI | 10.1111/jpr.12496 |
| ISSN | 00215368 |
| NAID | 1360299146240432512 |
| researchmap用URL | https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpr.12496 |