保健科学部学生の自己困難認知が自己効力感に及ぼす影響 : 発達障がい学生の支援に向けて

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  • ホケン カガクブ ガクセイ ノ ジコ コンナン ニンチ ガ ジコ コウリョクカン ニ オヨボス エイキョウ : ハッタツショウ ガ イ ガクセイ ノ シエン ニ ムケテ

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This study examined how the self efficacy of Health Science students is influenced by self recognition of difficulties. A questionnaire survey was conducted with 268 students of the Faculty of Health Sciences (1st to 3rd years), and multiple regression analysis was carried out, with scores on the self-efficacy scale used as criterion variables, and scores on the 7 subscales of the self-recognition of difficulty scale ("carelessness" , "interpersonal relations" , "impulsiveness" , "reading and writing" , "learning difficulties" , "anxiety/depression", "sensitivity") used as explanatory variables. In accordance with these analysis results, and based on findings from previous studies, sex and achievement motivation (selffulfillment achievement orientation, competitive achievement orientation) were added as variables to hypothesize a model which was investigated using path analysis. Results showed that the 3 variables, "interpersonal relations" , "learning difficulties" and "anxiety/depression" had a direct influence on selfefficacy. "Carelessness" had an influence on self-efficacy with "learning difficulties" and "interpersonal relations" as parameters, and "sensitivity" with "interpersonal relations" as parameter. The implications ofthese results for support of students with developmental disorders are discussed.

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