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Shonan Seminar (SHO-zemi) has been working in partnership with researchers around the globe to collect data and understand the effectiveness of SHO-zemi’s educational practices, with a focus on our QE offerings. We have identified a number of evidence-based practices which support our approach.

Growth Mindset and Self-Efficacy


スタンフォード大学のキャロル・ドウェック教授は、生徒が自らの能力を信じて努力する重要性を説いています。一般的に、学業の成績は先天的な知能に委ねられる部分が大きいと考えられがちです。しかし、ドウェック教授は、自らの努力で成功体験を重ねることと、生徒自身が伸びると信じることで、より良い成果が出せると主張しています。生徒が「努力したら成功できる」と信じて行動すると、成績向上などの「成長」が生まれるのです。 湘ゼミでは、絶えず自身の能力を信じるように働きかけ、成長の機会を絶えず生徒に提供しています。

Stanford University professor Carol Dweck has demonstrated the importance of student's beliefs about their own abilities and the power of hard work. It is a common belief that one's academic success will be limited by one's own intelligence. Prof. Dweck has demonstrated, however, that students do better when they believe that success can be achieved through their own efforts and that all students can grow. SHO-zemi teachers continually motivate students to believe in their abilities and provide in-class opportunities for students to witness their own improvement.

Dweck, Carol S. Mindset: The New Psychology of Success. 1 edition. New York: Random House, 2006.

Goal Setting


Whether to become more attractive or get better tests scores, we all want to change. Researchers have demonstrated, however, that individuals often maintain vague or abstract goals. Instead, setting a specific, achievable goal, such as "I will study one hour every day at home" makes one far more likely to achieve one's goals. At SHO-zemi, we encourage students to set specific goals, linked to getting into the school of their choice. This kind of goal setting has been shown to increase one's chances of success.

Locke, E. A, and G. P Latham. “Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey.” American Psychologist 57, no. 9 (2002): 705–717.

Goal Visualization


In academics, as in sports, visualizing your success can be an important part to maintaining motivation and understanding what is truly needed to succeed. Just as a golfer might visualize the path of the ball to a perfect hole-in-one, we encourage our students to imagine themselves achieving their academic goals and enjoying a life at the school of their choice. Positive goal visualization can help students plot a realistic and achievable path towards their dreams.

Bandura, A. “Human Agency in Social Cognitive Theory.” American Psychologist 44, no. 9 (1989): 1175–1184.

Ongoing Review, Feedback and Encouragement


Students in QE classes take a review quiz at least once a month, allowing them to chart how close they are to achieving their academic goals. These scores provide a concrete way for students to measure their progress, and also provide a supportive social context where one's friends and teachers can also see how they are doing. This kind of regular feedback helps students stay on track – remaining mindful of how they are doing, staying motivated, and getting the encouragement they need from friends and teachers.

Prochaska, James, and Carlo DiClemente. “Toward a Comprehensive Model of Change.” In Treating Addictive Behaviors, edited by William R. Miller and Nick Heather. Plenum Publishing, 1986.

What our partner says about us


I support SHO-zemi's actively-engaged research initiatives, powered by the data-driven analysis of QE (Quick Exercise), teaching skills and eagerness to improve the ability of each individual student's knowledge acquisition utilizing scientific evidence. SHO-zemi teachers' intense focus on continuous improvement means they are great partners in understanding the cognitive and emotional factors supporting student success!

Dav Clark, Ph.D.

Research Scientist, Kennedy Krieger Institute

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