著者
石井 秀宗 ISHII Hidetoki
出版者
名古屋大学高等研究教育センター
雑誌
名古屋高等教育研究 (ISSN:13482459)
巻号頁・発行日
no.18, pp.23-38, 2018-03

大学入試における共通テストの複数回実施は、検討が始められてから30年経過してもまだ実現されていない。共通テストの複数回化は受検者にとって利益があるとされながら、日程上の問題や技術的な問題等を理由に見送られ続けている。日本のテスト文化も共通テストの複数回実施には適していない。しかし、近年実施されている、もしくは実施予定のいくつかのテストは、共通テストの複数回実施を可能にしうる要素を含んでいるように見受けられる。そこで本稿では、日本のテスト文化、これまで複数回実施が見送られてきた理由や課題、近年のテストの状況等の観点から、複数回実施の実現可能性について検討した。その結果、(1)選抜試験にするのか資格試験にするのかというテストの活用法の問題、(2)テスト得点の過度な重視とそれに起因する問題、(3)テストを合理的に設計・開発するための知識基盤が脆弱であるという問題、という3つの課題が依然残る要因として指摘された。Over 30 years have passed since multiple administration of the national university entrance examination was first considered. However, multiple administrations have still not been implemented. This paper examined what makes administering the examination multiple times difficult, especially considering testing culture in Japan, stated reasons and problems, and characteristics of several recent tests. Results revealed three remaining problems: (1) Whether the test should be used for selection or certification was unclear; (2) too much significance was placed on test scores; and (3) educational measurement and psychometrics have not become widespread in Japan.ファイル差し替え(2018/4/20)
著者
坪田 祐基 石井 秀宗 野口 裕之 TSUBOTA Yuki ISHII Hidetoki NOGUCHI Hiroyuki
出版者
名古屋大学大学院教育発達科学研究科
雑誌
名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)
巻号頁・発行日
vol.63, pp.47-56, 2016

Perfectionism is the striving for flawlessness, and extreme perfectionists are people who want to be perfect in all aspects of their lives. It is known that perfectionism is related to a number of psychological and physiological problems, such as apathy, neurosis, alcoholism and anorexia nervosa. A number of studies have investigated the relationship between perfectionism and maladaptation. Recent studies have suggested that perfectionists have certain cognitive biases, including selective attention to failure, which is particularly problematic. The few previous investigations of this problem based on the social cognitive paradigm had the shortcomings that the used task was limited to the emotional Stroop task, and used stimulus words were only negative perfectionism-related words (failure-related words). In order to overcome these problems, relationships between perfectionism and selective attentions to success- or failure-related words were investigated with the dot-probe task. The result indicated moderate correlations between perfectionism and selective attention to both success- and failure- related words in males, whereas little correlation was found in females. However, success- and failurerelated words used in that study were associated with the task situation (e.g., "correct", "achieving," "mistake," and "error"), which are familiar to male, but not to female perfectionists. Therefore, it is still unclear if the above result was caused by the fact that female perfectionists did not pay attention to successes and failures, or that the words used were not familiar to females. In order to resolve this issue, this study employed the dot-probe task and words related to social situations and investigated relationships between perfectionism and selective attentions. Undergraduates (N = 100, 50 female and 50 male) were asked to perform the dot-probe task and complete self-report questionnaires. In the dotprobe task, participants first focused on a central fixation cross that was shown on a computer screen. It was replaced by two stimuli after 500ms, which were displayed one above the other. For example, the screen displayed a word related to success in social situations and a neutral word. These words disappeared after 500 ms, and a symbol appeared on the screen replacing one or the other word. Participants should respond to the shape of this symbol as fast as possible. If a participant had tendency to pay more attention to such words related to social situations, reaction time to the words would be shorter when the symbol replaced a word related to social situations compared to when it replaced a neutral word. Three kinds of stimuli were used. The first group was words related to successful social situations such as "compromise" and "closeness". The second group was words related to failures in social situations such as "isolation" and "friction". The third group was neutral words such as "pencil" and "weather. Self-reporting questionnaires were also administered: Self-Oriented Perfectionism (SOP) items in the Multidimensional Perfectionism Scale (MPS), the Multidimensional Self-oriented Perfectionism Scale (MSPS), and the Multidimensional Perfectionism Cognition Inventory (MPCI). Ratio of reaction time in neutral condition (neutral words vs. neutral words) to that in conditions including social situations related words (e.g., social situation failure- vs. neutral words) was computed as an index of selective attention. Pearson's product-moment correlation coefficients between this index and perfectionism scale scores showed almost no significant correlations in both males and females. These results suggest that perfectionists do not pay attention to success- or failure words in social situations. Sex differences in relationships between perfectionism and maladaptation in social situations would be caused by other factors such as behavior and consciousness.
著者
石井 秀宗 ISHII Hidetoki
出版者
名古屋大学高等研究教育センター
雑誌
名古屋高等教育研究 (ISSN:13482459)
巻号頁・発行日
vol.18, pp.23-38, 2018-03

大学入試における共通テストの複数回実施は、検討が始められてから30年経過してもまだ実現されていない。共通テストの複数回化は受検者にとって利益があるとされながら、日程上の問題や技術的な問題等を理由に見送られ続けている。日本のテスト文化も共通テストの複数回実施には適していない。しかし、近年実施されている、もしくは実施予定のいくつかのテストは、共通テストの複数回実施を可能にしうる要素を含んでいるように見受けられる。そこで本稿では、日本のテスト文化、これまで複数回実施が見送られてきた理由や課題、近年のテストの状況等の観点から、複数回実施の実現可能性について検討した。その結果、(1)選抜試験にするのか資格試験にするのかというテストの活用法の問題、(2)テスト得点の過度な重視とそれに起因する問題、(3)テストを合理的に設計・開発するための知識基盤が脆弱であるという問題、という3つの課題が依然残る要因として指摘された。Over 30 years have passed since multiple administration of the national university entrance examination was first considered. However, multiple administrations have still not been implemented. This paper examined what makes administering the examination multiple times difficult, especially considering testing culture in Japan, stated reasons and problems, and characteristics of several recent tests. Results revealed three remaining problems: (1) Whether the test should be used for selection or certification was unclear; (2) too much significance was placed on test scores; and (3) educational measurement and psychometrics have not become widespread in Japan.