初年次キャリア教育科目における相互評価学習の実践と進路選択自己効力の向上 A Practice of Peer Assessment Learning in a First-year Career Education Course and the Enhancement of Career Decision-Making Self-Efficacy

主体的なキャリア形成のためには進路選択に対する自己効力を高めることが必要であるが,その適切な介入方法は明らかではない.本研究では,初年次キャリア教育科目においてMoodleを活用した相互評価学習を実践し,受講生の進路選択自己効力の変容を調査した結果,相互評価学習の実施後に進路選択自己効力が有意に向上すること,授業実践前の段階では受講生と非受講生の間に進路選択自己効力の差はないが,授業終了から約2ヶ月後の変化からキャリア教育科目の受講が受講生の進路選択自己効力に影響を与えていることが明らかになった.キャリア教育科目の受講に自己効力向上の効果はあるものの,相互評価学習による介入効果を維持するためには,相互評価学習方法の改善や学習後のフォローが必要であることが示唆された.

For self-driven career development, it is important to enhance "Career Decision-Making Self-Efficacy: CDMSE". In this study, we conducted peer assessment learning with Moodle in a first-year career education course for college students. From the results of the survey with CDMSE scale, it has been proved that CDMSE of students taking the course showed a significant increase after the peer assessment learning. In addition, follow-up survey at two months after the course revealed that taking the course had some effect on CDMSE of the students. It is suggested that further improvements in the design of peer assessment learning and follow-up learning are necessary to keep the effects by the learning.