著者

有海 拓巳 Takumi ARIKAI 浜銀総合研究所 Hamagin Research Institute Ltd.

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.88, pp.185-205, 2011-06-10

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本研究では,「地方/中央都市部の進学校に通う生徒の学習・進学意欲がいかにして維持されているのか」について,そのメカニズムの一端を明らかにすることを目的とし,(1)生徒が置かれている学習環境に差異があるなかで,それぞれの生徒の学習・進学意欲はどのようにして維持されているのか,(2)それぞれの生徒の学習・進学意欲には,いかなる達成動機(志向性)が作用しているのかという2点に着目し,分析を行った。分析の結果,地方の生徒については,学習塾等の教育機会が中央都市部と比べて乏しい学習環境にあるなかで,逆に,そのような環境に置かれているからこそ,入学した学校の教師との間の信頼関係が強くなることがわかった。さらに,地方の生徒に関しては,教師によって強調される「社会的な自己実現」といった志向性が,学習・進学意欲に作用していることが明らかになった。一方で,中央都市部の生徒については,周囲に学習塾や大学等の教育機会が多くあることから,学校の教師の積極的な介入が無くとも学習・進学意欲が維持されうる状況にあることがわかった。また,その際,学習・進学意欲に対しては,地位達成志向が強く作用していることが明らかになった。本研究を通じて,階層・高校ランク上位グループの学習・進学意欲がいかにして維持されているのか,地方/中央都市部という区分において,その説明図式には質的な差異が見られることを明らかにすることができた。The aim of this paper is to explain how academic high school students in rural/urban areas are motivated for learning and for higher educational achievement. This study focuses especially on differences in the learning environment and differences in the effects of value orientations among students in rural/urban areas. There are a number of gaps in learning environments between rural/urban areas. For example, students in rural areas have to make a geographical transition from their home town to central cities to go to "good" universities, and there is also a difference between rural/urban schools in the ratio of students who study at "juku." In the different learning environments, how are students in each area motivated for learning and for higher educational achievement? Are they motivated in the same way (with the same value orientations)? To answer these questions, we administered a survey to 3,767 senior students in 12 high schools, all of which admit academically top students in their area, and interviewed some of the teachers. The main findings are as follows. (1) The relationships between students and schoolteachers are different in rural/urban schools. In rural areas, students (and their parents) tend to have complete trust in their schools and teachers. On the other hand, urban school students tend to have a stronger relationship with their parents and/or "juku." (2) Teachers' attitudes toward their students differ between rural/urban schools. In rural schools, teachers try to motivate their students by emphasizing a type of value orientation known as "contribution to society." (3) Student motivation for learning and for higher educational achievement is associated with different value orientations in rural/urban areas. The motivation of rural students is positively associated with making a "contribution to society," while urban students are motivated more strongly by "status attainment." These results show clearly that students in rural/urban areas are motivated differently for learning and for higher educational achievement.