四辻 伸吾

本研究では，学級生活志向性尺度を作成し，その信頼性と妥当性を調査した。小学生が自分の所属する学級集団の中でどのように生活していきたいのかについて尋ねる質問紙を用いて，小学校5・6年生644名を対象に質問紙調査を行い，学級生活志向性尺度を作成した。得られた因子は「他者重視」，「先生重視」，「自分重視」，「楽しさ重視」，「親友重視」と命名された。信頼性は，内的整合性によって確認された。妥当性に関しては，学級風土と関連が見られたことによって支持された。また，性差を検討したところ，「他者重視」について男子より女子の下位尺度得点が有意に高く，「自分重視」「楽しさ重視」について女子より男子の下位尺度得点が有意に高かった。さらに学年差を検討したところ，「他者重視」「先生重視」について6年生より5年生の下位尺度得点が有意に高く，「楽しさ重視」について5年生より6年生の下位尺度得点が有意に高かった。

本研究の目的は，小学生がいじめに対してどのような見方・考え方を持っているかを捉える尺度である 「小学生いじめ観尺度」を作成し，その因子構造，信頼性，妥当性を検討することであった。小学生のいじ めについての考え方に関する質問紙を用いて，小学校４～６年生599名を対象に回答を求めた。探索的因子 分析（最尤法，プロマックス回転）により，「いじめ一定理解」，「いじめ鋭敏感覚」，「いじめ解決可能」の３因 子11項目からなる「小学生いじめ観尺度」が作成された。また，「小学生いじめ観尺度」について信頼性と妥 当性を検証したところ，一定の信頼性と妥当性が確認された。

Previous studies on improvement programs to psychological issues in Japanese educational settings were analyzed from the perspectives of "statistical verification of the effects of different improvement programs" and "consistency with learning contents of subjects and fields determined by government curriculum guidelines." Moreover, new improvement programs are discussed. Among various psychological issues in Japanese educational settings, "classroom collapse," "learning motivation," "selfesteem," "satisfaction with classes," and "motivation for school life" were focused. Previous practical studies (N=28) dealing with these issues were analyzed from the two perspectives described above. Among 28 studies, 24 conducted statistical analyses of the effects of the methods and all of them indicated significant effects. Moreover, 19 articles mentioned the subjects and fields in which the practice was conducted. Among the 19 articles, 11 described the consistency between practice and subjects and fields. The above results suggest that previous improvement programs to psychological issues in educational settings might not be sufficient from the perspectives of statistical verification of the effects and consistency with learning contents of subjects and fields that are determined by government curriculum guidelines and further accumulation of research is required. Based on the above, future improvement programs to psychological issues in Japanese educational settings are suggested from the following three perspectives: (1) developing programs as annual curriculums consisting of small units having statistically verified effects, (2) developing programs for moral education, periods of integrated study, and special activities, which are often utilized as improvement programs to psychological issues, by clarifying the correlation with the government curriculum guidelines, (3) developing programs for comprehensively solving psychological issues in educational settings. It is suggested that comprehensive improvement programs for dealing with psychological issues in educational settings should be developed based on the three perspectives described above.