白井 利明

白井(1991)の時間的信念尺度に項目を追加し,大学生と専門学校学生460人に調査して因子分析した結果から,将来無関心(刹那主義)・現在重視・満足遅延(展望主義)の3つの下位尺度が構成された。内的整合性信頼性と再検査信頼性に関して,将来無関心と現在重視は十分な値が得られたが,満足遅延はそうでなかった。さらに,大学生157人に対して調査を実施し,原因帰属様式との関連をみたところ,将来無関心は外的統制の傾向が,現在重視は内的統制の傾向がみられた。満足遅延は一貫した傾向がみられなかった。以上の結果から,将来無関心と現在重視の2つの下位尺度の信頼性は確かめられたが,満足遅延はさらに検討される必要が示唆された。The present study attempted to examine the validity and reliability of the Time Beliefs Scale which measured the personal attitude towards time perspective,especially,perception towards the relationships between the present and the future.Firstly,is was administered to 460 university and professional school students.Factor analysis suggested 3 subscales named by unconcern for future,attachment to the present,and delay of gratification.the former 2 subscales obtained rather high internal consistency and test-retest reliablity,but the last one did not do that.Secondly,it was administered to 157 university students to examine the relationships of this scale with locus of control.Unconcern for future showed low negative correlation with internality and attachment to the present did the tendency of low positive one.However,delay of gratification show no consistent correlation.The high reliability of the former 2 subscales and necessity of the more examination of the last one was suggested.

生活指導実践記録の心理学的分析の1つとして,子どもの内面分析を介した実践分析があげられる。これによれば,非行・問題行動は,生活史において人格発達のつまずきを持つ子どもが,他者による十分な関わりが得られないために,新しい発達の契機を肯定的な方向に生かすことができないでいる状態として解釈される。この視点から小学校の3つの生活指導実践記録が分析された結果,今後の課題として,第1に,教師の予測を越えて発達していく子どもの姿を分析すること,第2に,集団と文化の理解を内面分析に組み込むこと,第3に,教師の個性が子どもたちとの相互交渉を活性化するなどの実践への影響について解明することがあげられた。One of methods in the psychological analysis of educational practice for guidance is the examination of it through the analysis of inner-world in children.In this method,problem behavior and delinquency is interpreted to be the state that,although new possibilities for development impose the task on them to overcome the immaturity brought in their life history,it appears negatively because of their poor relationships with significant others such as parents at home and teachers in school.The analysis of three educational practice in primary schools in Japan indicate that it is necessary for further improvement in this method(1)to analyze the phenomenon that educational practice organizing group activities can bring personality development beyond the expectation of teachers,(2)to incorporate the viewpoint of group of dynamics and the culture in classroom into this method and(3)to clarify the effect of uniqueness of teachers' leadership on educational practice for guidance.