{"created":"2023-05-15T14:41:27.539029+00:00","id":1352,"links":{},"metadata":{"_buckets":{"deposit":"3dcaf7fc-a1ce-437d-a411-4a18534b926c"},"_deposit":{"created_by":3,"id":"1352","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1352"},"status":"published"},"_oai":{"id":"oai:ksu.repo.nii.ac.jp:00001352","sets":["14:1:40"]},"author_link":["6496"],"control_number":"1352","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2011-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"125","bibliographicPageStart":"101","bibliographicVolumeNumber":"44","bibliographic_titles":[{"bibliographic_title":"京都産業大学論集. 人文科学系列"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"This study explored the influence of gender and foreign language classroom anxiety on student motivation and writing proficiency in a peer-to-peer writing task. Three motivational variables, intrinsic task value, affinity for a peer, and weak interest in foreign cultures were found to positively predict achievement in this writing task. Classroom anxiety did not appear to influence task motivation or attainment in this context, but gender did significantly predict both motivation and achievement. This study suggests that writing tasks that have a peer-to-peer component may be more motivating for female students than male students.","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"京都産業大学"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN0006019X","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"0287-9727","subitem_source_identifier_type":"PISSN"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"ウォン, ジェイムズ G","creatorNameLang":"ja"},{"creatorName":"WONG, James G.","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"6496","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-09-30"}],"displaytype":"detail","filename":"AHSUSK_HS_44_101.pdf","filesize":[{"value":"172.7 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"AHSUSK_HS_44_101.pdf","url":"https://ksu.repo.nii.ac.jp/record/1352/files/AHSUSK_HS_44_101.pdf"},"version_id":"97595909-7ace-4f93-bdd0-b90e71823273"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"不安","subitem_subject_scheme":"Other"},{"subitem_subject":"ジェンダー","subitem_subject_scheme":"Other"},{"subitem_subject":"動機づけ","subitem_subject_scheme":"Other"},{"subitem_subject":"ピア・ライティング","subitem_subject_scheme":"Other"},{"subitem_subject":"学生同士のコミュニケーション","subitem_subject_scheme":"Other"},{"subitem_subject":"Anxiety","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Gender, Motivation","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Peer Writing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Peer-to-Peer Communication","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"ジエンダー， 外国語教室不安， ピア・ライティングタスクの動機が及ぼす影響について","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"ジエンダー， 外国語教室不安， ピア・ライティングタスクの動機が及ぼす影響について","subitem_title_language":"ja"},{"subitem_title":"Gender, Foreign Language Classroom Anxiety, and Peer Writing Task Motivation","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"3","path":["40"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-09-30"},"publish_date":"2017-09-30","publish_status":"0","recid":"1352","relation_version_is_last":true,"title":["ジエンダー， 外国語教室不安， ピア・ライティングタスクの動機が及ぼす影響について"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2023-07-31T06:53:15.744134+00:00"}