- 著者
-
後藤 将之
- 出版者
- 成城大学
- 雑誌
- コミュニケーション紀要 (ISSN:02887843)
- 巻号頁・発行日
- vol.26, pp.71-86, 2015-03
The author, a nearly 30-year long educator having taught at various universities and research institutions, discusses problems of classroom attendance and students' psychology of class taking, mainly from a specific type of students' mind-set, which is here called as "GPA perspective," in this Part 1 of a series of intended research reports. GPA perspective is a concept used by sociologist H. S. Becker and collaborates in 1968, a concept that refers to an attitude of students who are only interested in grade-getting and nothing other. Since a GPA perspective-oriented student is motivated to nothing but to acquire the best possible GPA while paying the least possible effort, some untraditional behaviors in classrooms are frequently enacted and observed. The author, a specialist of symbolic interactionism sociology, describes many concrete instances of GPA perspective-oriented students' not-before-seen behaviors in classroom, their attitudes and opinions explicit and implied in classroom interactions, particularly focusing on one but many faceted aspect of educational process: classroom attendance.The author, a nearly 30-year long educator having taught at various universities and research institutions, discusses problems of classroom attendance and students' psychology of class taking, mainly from a specific type of students' mind-set, which is here called as "GPA perspective," in this Part 1 of a series of intended research reports. GPA perspective is a concept used by sociologist H. S. Becker and collaborates in 1968, a concept that refers to an attitude of students who are only interested in grade-getting and nothing other. Since a GPA perspective-oriented student is motivated to nothing but to acquire the best possible GPA while paying the least possible effort, some untraditional behaviors in classrooms are frequently enacted and observed. The author, a specialist of symbolic interactionism sociology, describes many concrete instances of GPA perspective-oriented students' not-before-seen behaviors in classroom, their attitudes and opinions explicit and implied in classroom interactions, particularly focusing on one but many faceted aspect of educational process: classroom attendance.