著者

堀井 順平

出版者

広島大学大学院人間社会科学研究科

雑誌

広島大学大学院人間社会科学研究科紀要. 教育学研究 (ISSN:24360333)

巻号頁・発行日

no.1, pp.333-342, 2020-12-25

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This study examined students' career decision self-efficacy (CDSE) as a function of their perceptions of university entrance examinations. Questionnaires were delivered to students enrolled in a teacher education university (n=259) and to students enrolled in a non-teacher education university (n=246). Subsequent analysis of the resulting data generated four thematic clusters from students enrolled in a teacher education university:" positive," " conflict," "neglect of university entrance examinations," and "negative." Three thematic clusters were extracted from the data for students enrolled in a non-teacher education university:" neglect of university entrance examinations," " negative," and" positive." Next, an analysis of variance was conducted using these clusters as independent variables and the following five factors relevant to CDSE as dependent variables: "self-appraisal," "goal-selecting," "planning," "information-gathering," " autonomy in decision-making." The results showed that students from both types of university who fit into the "positive" cluster scored higher than those in other clusters for "autonomy in decision-making." However, students in the "negative" cluster who enrolled in a teacher education university, and students in the" neglect of university entrance examinations" who enrolled in a non-teacher education university, scored lower than those in the "positive" clusters for "goal-selecting" and "planning." Moreover, students in the "conflict" cluster (i.e., from a teacher education university) scored lower than those in the" positive" cluster for" self-appraisal." These results suggest an important connection between students' perceptions of university entrance examinations and their career development. More specifically, a more positive perception of the examinations seems to correlate with better outcomes in key factors relating to career development.