戸田 有一

COVID-19パンデミックの影響により，世界中の大学が2020年３～４月頃に急遽遠隔での授業に切り替えることを余儀なくされた．そのため学生は，より主体的な学習やモチベーションの調節を求められた．自己決定理論（SDT）によれば，有能感，自律性，社会的関係性の３つの基本的心理欲求の充足が内発的動機に影響を与えるとされている．しかし，パンデミック状況下における学習においても同様かは定かではない．したがって，特殊な環境での学習者の基本的心理欲求の充足と内発的動機について検討することは重要な課題である．本研究の目的は，コロナ禍中での緊急遠隔学習という文脈下で，SDT における基本的心理欲求の充足度と内発的動機の関係を国内の大学生・大学院生564名を対象に調査した．分析の結果，コロナ禍中の学習においてもSDTを支持する結果が得られ，理論の普遍性が示された．

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.

<p> 本研究の目的は，Sprangerの価値類型論に基づき6種の価値への志向性を測定する尺度である「価値志向性尺度」の尺度項目間にみられる順序関係を明らかにし，価値志向性というパーソナリティ特性の構造や成り立ちを解明することである。本研究ではそのための分析手法を新たに開発し「順序関係分析」と名付けた。順序関係分析では，尺度に含まれる2項目ごとに順序関係の有無が判定される。2項目間の相関係数および平均値の差が共に基準以上であれば「順序関係」，相関係数が基準以上で平均値の差が基準未満であれば「等価関係」と判定される。さらにこれらの順序関係および等価関係が樹状図で示される。この分析を，大学生320名（男子156名・女子164名／平均年齢20.0歳）の価値志向性尺度への回答データ（5件法）に適用し，6種の価値志向性（理論・経済・審美・宗教・社会・権力）を測定する6尺度それぞれについて樹状図を作成した結果，Sprangerの理論ともよく対応する特徴的な順序関係が各尺度において見出された。また，今後尺度の妥当性をより高めるべく改良していくための示唆が得られた。</p>

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本研究では,未就園児親子と幼稚園年長児との異年齢交流型子育て支援プログラム(以下,本プログラム)での未就園児保護者の個々の行動から保護者全体の意識の変容過程を推察し,本プログラムの意義を考えることを目的にした。未就園児がペアとなって幼稚園年長児と関わる際の未就園児保護者の行動観察データを収集し,M-GTAを用いて分析した。その結果図から,幼稚園年長児との関わりにより生起する未就園児保護者の感情の反応が浮き彫りになり,本プログラムへの継続参加や未就園児保護者自身の発達観との関連で考察を深め,本プログラムの改善への方向性が示唆され,幼稚園での子育て支援の今後のあり方と課題が浮き彫りになった。

The purpose of this paper is to investigate the beliefs on cross-gender collaborative infant rearing among fathers, mothers and teachers of infants at day-care centers. This study analyzed a part of data-set including answers of questionnaires from 6, 618 fathers, 8, 523 mothers, and 2, 356 teachers at day care centers in randomly selected cities in Japan. The results showed that(1)parents and teachers were inclined to agree with opinions for cross-gender collaborative infant-rearing in comparison to the pre-known average of ordinary adults. (2)Full-time teachers, parents working full-time and parents of children younger than three expressed more positive attitudes on the cross-gender collaboration. (3)The correlation coefficients between beliefs of fathers, mothers, and teachers at a day-care center were quite higher. Further investigations should be needed to reveal the reasons for the significant correlations of their beliefs.

Background. Recent research has highlighted the issue of bullying in schools. However, little attention has been paid to, the knowledge and beliefs of trainee teachers, who will hold a key position in reducing the problem of bullying in schools. Aims. To determine (i) trainee teachers' beliefs about some aspects of school bullying; (ii) their recommended strategies for pupils to cope; (iii) their confidence in dealing with bullying issues as future teachers; (iv) the value of specific aspects of training; (v) the importance for these of sex, and primary/secondary training. Sample. This comprised 270 students enrolled on either a one-year postgraduate Certificate in Education (PGCE) course (N=197) or a four-year degree in education (BEd) course (N=73). Age ranged from 18-51 years (mean=28 years). Methods. Questionnaire completed and returned within a 2-week period. Results. Bullying was seen as an important issue. Some aspects of trainee teachers' knowledge of bullying were accurate, others less so. Telling teachers, and parents, were the strategies most highly recommended to pupils. The great majority were in favour of teacher training courses incorporating information regarding ways of combating bullying. However, they had less confidence about their ability to deal with bullying. Respondents expressed more confidence when dealing with victims rather than bullies and working with the parents of victims rather than the parents of bullies. Conclusion. It is important that teacher-training programmes incorporate information about school bullying, and are designed to take account of existing knowledge, and areas in which trainee teachers may feel less confident.

135 teachers in day care centers were asked to answer a questionnaire concerning(1)their experiences of caring for mentally retarded young children, (2)their beliefs in whichever traits are characteristic of mental retardation, and(3)their causal attribution and nursery behavioral intention with respect to a fictitious young child's aggressive behavior. Relationships between(1)and(2)and influence of labeling"mentally retarded"on(3)were investigated. As a result, no relationships between(1)and(2)were found, but there was a significant effect of labeling on the self-estimation of severeness of nursery behavioral intention.

統合保育が直面している課題の一つは, 発達遅滞幼児と健常幼児の仲間関係をいかによりよくするかである。この課題の解決への糸口を探すため, 幼児の軽度精神発達遅滞幼児 (MR児) と健常幼児に対する態度 (行為意図) とその理由を面接で尋ねた。6つの保育園で, それぞれ3人の幼児 (1人のMR児と2人の健常児) をターゲットに選び, その6園の210人の幼児 (4歳児が104人, 5歳児が106人) に個別面接を行った。写真で提示したターゲット児と散歩の時に手をつなぎたいか, お昼を隣で食べたいかなどを, その行為を行っている図版を示しつつ尋ねた。MR児に対する行為意図と健常児に対する行為意図に一定方向の違いは見られなかった。ターゲット児による行為意図の違いへの社会的接触の差異・年齢・性別の3要因での交互作用は有意であったが, 他の交互作用や主効果は有意ではなかった。選好・非選好の理由としてMR児は能力的側面に, 非選好理由として健常児は性格的側面に言及されることが多かった。