A study of “hand raising” behavior mechanisms in an arithmetic class

Abstract

The purpose of this study was to investigate kyosyu (hand raising in an educational setting) behavior mechanisms in an arithmetic class. In an arithmetic class, first, 30 sixth graders were requested to fill out a sheet of arithmetic questions, and a questionnaire in a 4-point scale for self-efficacy, outcome expectancy and outcome value for kyoshu. They were then requested to perform kyosyu behavior, recorded by two video recorders. The result was that for relatively difficult questions, students who used kyosyu scored higher on the self-efficacy scale than those who didn’t; though for relatively easy questions the kyosyu group scored higher on the outcome expectancy and outcome value scale. © 1992, The Japanese Association of Educational Psychology. All rights reserved.