大学進学理由と大学での学習観の測定 : 尺度の構成を中心として Measurement of Students' Reasons for Entrance into University and Conceptions of Learning in University : Focusing on Scale Construction

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The conceptual frameworks to measure the university entrance reasons and the conceptions of learning in university were examined. Reviewing the published researches in these fields, the questionnaire that consisted of 48 items for the university entrance reasons and 44 items for the conceptions of learning in university was constructed according to the two dimensional frameworks. The participants were 725 freshmen enrolled in a private university. Exploratory factor analysis for the university entrance reasons revealed following four factors; study orientation, extracurricular activities, examination ranking for university, and evaluation of neighborhood. For the conceptions of learning in university, exploratory factor analysis was also conducted. The following four factors were extracted; active learning, development, acquisitive attitude for credits, and passive. The high reliability eight sub-scales were constructed from the factor pattern matrices of these factor analyses. The validities of these sub-scales were examined on the relationships among these sub-scales using canonical correlation analysis and the mean differences between entrance examination group and interview examination group by ANOVA. Finding of these analyses were discussed with particular reference to the issues of transition from high-school to university.

収録刊行物

  • キャリア教育研究

    キャリア教育研究 29(2), 43-55, 2011

    日本キャリア教育学会

各種コード

  • NII論文ID(NAID)
    110008660922
  • NII書誌ID(NCID)
    AA12130359
  • 本文言語コード
    JPN
  • ISSN
    1881-3755
  • NDL 記事登録ID
    11082626
  • NDL 雑誌分類
    ZF1(教育)
  • NDL 請求記号
    Z7-B754
  • データ提供元
    NDL  NII-ELS  J-STAGE 
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