著者

堀井 順平 児玉 真樹子

出版者

日本青年心理学会

雑誌

青年心理学研究 (ISSN:09153349)

巻号頁・発行日

vol.34, no.1, pp.1-18, 2022-08-31 (Released:2022-09-14)

参考文献数

45

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The purpose of this study was to investigate the support students who did not enter their first-choice university needed to perceive the entrance examination experience more positively. Data collected from questionnaires completed by 246 university students were analyzed. ANOVA showed that students who did not enter their first-choice university perceived the entrance examination experience more positively than those who did. Additionally, a multiple population analysis showed that emotional and informational support from friends, indirectly influenced by degree of adjustment to university, affected “continuous perception” positively and “negative attitude” negatively only for students who did not enter their first-choice university. In contrast, emotional support from friends directly influenced “negative cognition” so that it decreased for both groups of students. These results suggest that students who did not enter their first-choice university need emotional and informational support from friends to perceive the entrance examination experience more positively. In addition, these perceptions can be enhanced by assisting students in adjusting to university.

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.

著者

藤木 大介 堀井 順平 二宮 由樹 外尾 恵美子

出版者

日本教育工学会

雑誌

日本教育工学会論文誌 (ISSN:13498290)

巻号頁・発行日

vol.41, no.Suppl., pp.117-120, 2018-03-01 (Released:2018-03-01)

参考文献数

10

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集中力は学習において重要な役割を果たす.これまでも課題遂行中の思考状態がそのパフォーマンスに影響することが示されてきた.一方,自己の注意能力について正確に評価できる場合,不注意,多動,衝動的等注意に問題があっても選択的注意課題に優れることも示されている.このことから,集中力の劣る者でもそれを自覚化させた場合,補償的に思考状態を変化させ,課題成績が高くなる可能性がある.そこで持続的注意に関する検査の結果をフィードバックすることが思考状態や読解成績に影響を及ぼすか検討した結果,課題そのものではないが課題に関連する思考が増え,特に持続的注意の劣る参加者は読解成績が向上することが示された.