著者

北川 剛司

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.57, pp.99-104, 2008

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In the research of the educational evaluation, we have been discussing not only the evaluation method but also the criterion of the evaluation to judge the adequacy of one. In the research of the measurement, we have developed some criteria, "validity" and "reliability". Validity is defined as the extent to which the information tests supplies suits the purpose of the measurement. Reliability is defined as the consistency of the measurement. Though these criteria are terms of the "measurement", we have applied them to the argument of the "evaluation". And, doing so limits the development of new methods of the evaluation. The purpose of this paper is to consider the possibility of new methods and new criteria of the evaluation.

著者

深瀬 裕子 岡本 祐子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.58, pp.207-213, 2009

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The elderly stage of life is recognized as a period combining both loss and acquisition. Although the acquisition of qualities such as wisdom and insight are considered positive, a corresponding sense of loss cannot be evaded. The psychosocial task based on E. H. Erikson's epigenetic schema, however, does not resist the idea of a negative experience. Accordingly, it is useful for an understanding of this stage of life. I reviewed and considered the psychosocial tasks present in the elderly stage of life and focused on three specific research areas: the measuring method of psychosocial problems (investigative approach), the factor relation to psychosocial problems (related factor), and the feature of psychosocial problems (feature of the eighth stage). Two problems and considerations: (1) the necessity of creating a balance between positive and negative constructs, as Erikson emphasized, and (2) the necessity of introducing psychosocial tasks to the elderly by means of experimental study. Further studies are needed to assess how psychosocial tasks are invoked when providing clinical psychological support for elderly.

著者

尾川 満宏

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.59, pp.29-37, 2010-12-24

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The aims of this article are to review the studies about today's "lads" in Western countries and get some suggestion for youth studies in Japan. After the publication of Learning to Labour by P. Willis, many researchers have studied about lads who are nonacademic, school-disaffeted white working class boys seeking to traditional masculinity of working class. However, by increasing of "feminized work" in recent structural change of economy, disappearance of traditional class cooperativity and development of individualisation, lads have had many difficulties to get working class jobs and transition to society. This leads to the question how today's lads seek to transition from "boyz to men." According to the earlier studies, they try to become working class men through the practice or restructuring of traditional subculture of regional working class in new circumstances instead of getting working class jobs. This implication needs us to reveal the meaning of transition from school to job or from "boyz to men" with diversity of each youth and social, economical and cultural context where they live. Then, the perspectives to practice of subculture are very useful to apprehend organically reflexivity, community and identity of youth.

著者

宮谷 真人 衛藤 萌 原 梢恵 梨和 ひとみ 徳永 智子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.59, pp.75-81, 2010-12-24

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This study investigated whether the event-related brain potentials (ERPs) in go/no-go tasks were modulated by the processing of facial expressions. The ERPs were recorded from 13 participants performing emotional (with happy and angry faces) and nonemotional (with letter stimuli) go/no-go tasks. Results showed that go responses to facial expressions were slower than those to letter stimuli. The no-go-trial-ERPs between 220-320ms after the stimulus onset were more negative than the go-trial-ERPs, but in the smile-go/anger-no-go task, this difference reduced in amplitude in the latency range of 220-260ms. Possible differences of no-go potentials between emotional and non-emotional go/no-go tasks were indicated.

著者

島津 礼子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 = Bulletin of the Graduate School of Education, Hiroshima University. Part. 3, Education and human science (ISSN:13465562)

巻号頁・発行日

no.66, pp.69-77, 2017

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本研究はJSPS科研費JP17K18643の助成を受けたものです。

著者

林 智幸

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.51, pp.271-277, 2002

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The theory of Big Five is an effective model, in which the personality structure is described in terms of extraversion, agreeableness, conscientiousness, emotional stability, intellect. Big Five was originally developed as a tool for the personality description of adults, but has proved effective also for developmental research. From childhood through adolescence and adulthood, many questionaaire studies revealed the 5 factor personality structure. On the other hand A individual difference in infancy and early childhood is studied in terms of ""temperament."" The relation between Big Five and temperament in not clear. Hogekull(1994) presented a hypothetical relation between Big Five and temperament, and assumed that Big Five develops from the temperament dimensions of Emotionality, Activitity, Sociability, Impulsivity, Shyness of EASI, which appear to be related with Intensity/Activity, Approach-Withdrawal, Attentiveness, Manageability of TBQ.

著者

松宮 慎治

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.67, pp.227-234, 2018

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This study investigated policy evaluations in private university reform by Panel Data Analysis, with a focus on universities that apply for type 1 status. In particular, the main study questions were: (1) what kind of universities has applied for type 1 status? (2) Has educational investment increased because of the application or because these universities have applied for type 1 status? (3) How are the four representative approaches ("IR" "Assessment" "Classes Evaluation" "Numbering") specified in related to the first and second questions? The results show that large universities or those that do not require resources for educational investment are applying for type 1 status to obtain funds. "Numbering" that explain the systematic nature of curriculum was the only approach that positively influenced application for type 1 status. Applying for type 1 status was found to have a rather negative effect on educational investment. In addition, the increase in educational investment proved that the size of the university, its age of history, or individualized education were effective. In addition, among the four representative approaches that positively influenced educational investment, "Numbering" was the most representative. The primary results show the (1) Differentiation by function by subsidy guidance is not promoted, rather it may have a negative effects; 2) the necessary scientific basis in the government's selection of institutional functions; and 3) these policy evaluations hobble small-scale universities, which find it difficult to apply for funding.本研究推進に際し,以下の資金の支援を受けた。記して感謝の微意を示す。・ JSPS科研費JP16H03780(基盤研究(C))「大学の全学マネジメントと学長のリーダーシップについての国際比較研究」(研究代表者:大場淳)・ JSPS科研費16H02067( 基盤研究(A)「)大学へのファンディングの変化と大学経営管理改革に関する国際比較研究」(研究代表者:丸山文裕)・ JSPS科研費JP16H03780(基盤研究(B))「持続可能な大学組織の探索:組織の規模と範囲・組織間関係の現状・変容・存続の分析」(研究代表者:村澤昌崇)・ 文部科学省機能強化経費「大学における教育研究の生産性向上に関する国際共同研究」・ 文部科学省特別教育研究経費(戦略的研究推進経費)「21世紀知識基盤社会における大学・大学院の改革の具体的方策に関する研究-2007 年骨太方針をふまえて-」

著者

宮谷 真人 中尾 美月 山本 文枝 岩木 信喜 藤本 里奈

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

vol.50, pp.301-308, 2002-02-28

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In this article, the influence of different reference electrodes on the scalp distribution of event-related potentials (ERPs) was evaluated. The search-related negativity (SN) is one of negative ERP component which varies with memory and display load in a visual search task. The amplitude and topography of SN were sensitive to the selection of reference site. The effects of memory and display load at frontal and temporal sites were larger when ERPs were referred to tip of nose compared with linked-ear reference. In contrast, the attenuation of N400 due to semantic relation between word pairs was almost invariable with use of different reference sites. These results suggest that optimal reference electrode selection depends on what component of ERPs is a research target, and has to be evaluated not only theoretically but also empirically.

著者

山田 浩之

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.58, pp.27-35, 2009

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Owing to the decrease of the population of 18 year-old from the late of 1990s in Japan, around the half of private universities are short of their quotas. Such universities are called "Border-Free Universities", which do not have the obstacles to enter and are accepting applications for admission on the recommendation systems. In this article, the significance and the problems of student surveys at "Border-Free Universities" will be discussed. Firstly, the problems of current student surveys are examined. Secondly the characteristics of the students of "Border-Free Universities" are clarified using the survey results of universities in the west of Japan in 2008. Finally, from the examination above, three topics are discussed. 1) Universities in Japan are stratified and classified in a few types. "Border-Free Universities" are completely different from other types, so that the unique research frameworks to examine such universities. 2) The activities of each university affect the student behaviors, so the difference of each university should be examined. 3) To clarify the relationship between the activities of each university and student behaviors, fieldwork and other qualitative methods are required in the research at "Border-Free Universities".

著者

吉澤 茉帆

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.61, pp.121-128, 2012

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This article aims to discuss a method of research concerning the social interaction of children with developmental disorders. Children with developmental disorders are often provided early childhood education as part of integrated childcare. Because of such situation, many positive analyses which focus on social interacion of children with developmental disorders are cumulative. Many studies reveal the characteristics of these children's social interactions and provide practical advice that, if applied, results in effective practices and better-developed children. Many qualitative analyses concerning the sociology of education have been conducted. Some of this research attempts to reveal the socialization processes of children who do not have any disorders. In this article, I consider the possibility of using a qualitative method in studying the social interaction between children with developmental disorders and teachers or classmates in dynamic situations. Such research will demonstrate the social aspects of "developmental disorders.".

著者

越中 康治

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.55, pp.227-235, 2006

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The present study examined preschoolers' right and wrong judgments about provocative, retaliative, and punitive aggression. Fifty-three preschoolers (range 32 to 76 months) were presented with three picture stories in which the main character showed either provocative, retaliative, or punitive aggression. Following each story, the children were asked to judge (1) whether the aggression was right or wrong, (2) whether they would like to play with the main character, and (3) whether they would behave like the main character. The results were as follows: (1) Younger children (range 32 to 53 months) judged all types of aggression to be wrong. However, older children (range 55 to 76 months) allowed retaliative and punitive aggression, whereas they judged provocative aggression to be wrong. (2) Younger children reported that they would like to play with all of the main characters to the same extent. However, older children rejected to play with the main character who showed provocative aggression. (3) Children reported that they would show punitive aggression in some degree, but that they would never show provocative aggression. The results indicate that judgments of older children are based on the concepts of harm and retributive justice (i.e., they possess moral concepts that are independent of authority), whereas judgments of younger children tend to be oriented toward authority (e.g., aggression is wrong because it is punished by adults).

著者

白石 崇人

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.55, pp.83-92, 2006

被引用文献数

1

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This report aims to clarify how the Educational Society of Japan (Dainihon-Kyouikukai) turned educational research into a business in 1888. Following the directives of the Ministry of Education, Empire University, and journalists, the Educational Society of Japan ventured to organize educational research as a business.

著者

山田 みき 岡本 祐子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.55, pp.339-348, 2006

被引用文献数

1

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The purposes of the present study were to construct a new self-acceptance scale which consist items regarding self-acceptance based on self and on others, and to consider it's validity. New self-acceptance items, Acceptance by others scale, Self-esteem scale and Social anxiety scale were administered to 244 university students. The main results were the following : ①Both self-acceptance based on self scale and self-acceptance based on others scale consisted of three factors: orientation, interpersonal personality and physical attraction. ②The new self-acceptance scale's construct validity was confirmed by Confirmatory Factor Analysis; and relationships between The new self-acceptance scale and the self-esteem scale, and the new self-acceptance scale social anxiety scale were proved. ③Degree of influences of self-acceptance based on self and on others upon self-esteem and social anxiety were different. This suggested that self-acceptance based on self and on others were different.

著者

深田 博己 戸塚 唯氏 湯 永隆

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

vol.50, pp.273-280, 2002-02-28

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The experimental study on censorship was conducted to investigate the effects of (1) censor power and (2) the type of freedom re-establishment of communication on the recipients' attitude change in hypothetical situations. The censor was either a powerful or powerless agent, and the type of freedom re-establishment was direct re-establishment of freedom, re-establishment of freedom by implication, or non-re-establishment of freedom. The results indicated that both of the two independent variables, i.e. (1) and (2), mentioned above did not influence the subjects' attitude change toward the censored communication topic. The subjects in the non-re-establishment condition perceived greater threat to freedom than those in the direct re-establishment condition. And the subjects in the direct re-establishment and re-establishment by implication conditions perceived the communicator more positively than those in the non-re-establishment condition. The results in the present experiment have been interpreted according to the psychological reactance theory.

著者

陳 瑞娟

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.52, pp.161-169, 2003

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The purpose of this paper is to examine basic structure of the employment system for the college graduates in China during planned economy period. Under planned economy system, college graduates were recruited centrally by the governments, and tuitions, fees and stipend were given by the government, and job placement of the graduates are done by the governments in cooperation with colleges and universities. National department of education, national department of planning, national and local governments, public corporations and national and local colleges and universities had played their distinctive roles. The principles and roles of these organizations are examined in detail. In addition, actual job placement of new graduates was analyzed by using student records in a college. Educational achievement determined the first destination of the graduates, and the higher achiever got academic and professional jobs suitable for college education.

著者

小池 源吾 志々田 まなみ

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

vol.53, pp.11-19, 2005-03-28

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The purpose of this paper is to clarify the actual conditions of "perspective transformation" brought about by study, and to consider the state of study supports. We observed the learning activities of adults over one year, and analyzed the aspects of their study in detail. Consequently, the four followings became clear. 1) The pattern of "perspective transformaion" can be classified into four. 2) Those who reached "discourse dilemma" stage have checked only 7.9% among all students. It is very difficult to enter "discourse dilemma" by study. 3) When student comes into "discourse dilemma" stage, the mental support by facilitator is indispensable. 4) Activity of self-expression such as writing or talking, affect "reflective learning" and "perspective learning."

著者

織田 泰幸

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

vol.52, pp.35-43, 2004-03-28

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Management Theory has come to focus on "knowledge" which is considered as an important resource for organizational management in the knowledge society. This knowledge management movement in the West was strongly influenced by Japanese management theorists, Nonaka & Takeuchi (1995), who wrote the book "The Knowledge-Creating Company". David H. Hargreaves, a British educational sociologist, was inspired by this book and applied the Knowledge Management Theory to school organization. In his theory, he attempts to construct the networking system for supporting and sustaining the knowledge-creating schools that is capable of bringing about continuous innovation. This paper will illustrate and analyze the Knowledge-Creating School Theory with a particular focus on the distinction between knowledge-creating process and knowledge assets in school, since Hargreaves hasn't differentiated them well.

著者

菅野 信夫 網谷 綾香 樋口 匡貴

出版者

広島大学

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

vol.50, pp.291-299, 2002-02-28

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The purpose of this study is to clarify what the parents think about non-attendance at school of their children and how they will do with their children when they absent themselves from school. The results showed that the parents whose children had a tendency of school refusal persuade them to go to school although they tried to understand the situation from the standpoint of their children. The investigation also showed that there was a difference between parents and teachers as for understanding and attitude toward school refusal.

著者

越中 康治 新見 直子 淡野 将太 松田 由希子 前田 健一

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.56, pp.319-323, 2007-12-28

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The present study examined effects of motive and purpose on preschoolers' judgments about aggressive behavior. 61 preschoolers made judgments about 4 types of aggressive behavior that combined motive (selfish, altruistic) and purpose (defense, retribution). Children under the age of four (n=16; average age, 44 months; range, 33-47 months) judged all types of aggressive behavior to be wrong. However, four-year-old children (n=18; average age, 55 months; range, 50-59 months) and older children (n=22; average age, 68 months; range, 60-75 months) allowed all types of aggressive behavior. Especially, older children allowed altruistic aggressive behavior more than selfish aggressive behavior. Moreover, retribution was allowed more than defense. The results indicate that judgments of older children are based on moral concepts (harm, welfare, and justice), whereas judgments of younger children tend to be oriented toward authority.

著者

樋口 匡貴 中村 菜々子

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要 第三部 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.58, pp.145-149, 2009

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Properly using condoms is one of the most effective types of protection against HIV. To clarify the contents of normative beliefs regarding purchasing and using condoms, 390 undergraduate student volunteers were surveyed. The exploratory and confirmatory factor analyses revealed that both males and females held two types of normative beliefs, namely formal normative beliefs and informal normative beliefs, regarding purchasing and using condoms. Formal normative beliefs were concerned with the necessity of condoms on the one hand, while informal normative beliefs were concerned with private norms within reference groups on the other. Moreover, a t-test revealed a significant gender difference in formal normative beliefs regarding purchasing condoms, with females regarding purchasing condoms as less necessary than males did. These results were discussed from the view of HIV prevention education.