著者

住岡 恭子 井上 果子 福榮 太郎 小野 康男

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.89, no.6, pp.625-631, 2018 (Released:2019-02-25)

参考文献数

24

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This study investigated university teachers’ engagement in students’ problems by conducting a free description survey. The relationship between the teachers’ personal attributes and their style of involvement with the students were analyzed. Of the 607 teachers surveyed, 207 responded (response rate: 34.1%). Of those, the responses given in the free description column by 78 teachers (12.9%) were coded into eight categories and analyzed, using quantification theory type 3. A scatter plot was formed, based on two axes, “Approach Management” and “Strict Protective.” Cluster analysis identified the following clusters: strict relationship, proactive commitment, and situational plasticity. The mean sample scores of each attribute showed gender differences in teachers’ engagement only in the “Strict Protective” axes, while other attributes, such as position and length of service, had no significant effect on the style of teachers’ engagement with the students.