教育社会心理学研究の動向と課題  [in Japanese] Trends and Issues in Social Psychology of Education  [in Japanese]

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Abstract

本稿では,まず,日本教育心理学会第54回総会発表を概観し,「学級適応」「インターネット」「ジェンダー」が増加したことが示された。次に,最近1年間における学校教育の社会心理学研究の動向を(1) 社会性と対人関係,(2) 学校・学級適応,(3) 教師の教育機能,(4) 学級集団,(5) 学校組織の協働の5つに分けて概観した。その結果,個人のスキルやパーソナリティ・動機づけに拠るアプローチが多い動向にあった。教育社会心理学研究の今後の課題として,第一に,教育実践者との対等な関係の中で,教育社会心理学の理論・メカニズムを再構築する必要性,第二に,教育の社会的文脈としての課題状況分析を通して個人の教育と社会とを統合する取り組みの必要性が示唆された。

This article reviews studies on the social psychology of education that were reported at the 54th annual meeting of the Japanese Educational Psychological Association. Recently, the number of studies regarding school adjustment, peer relationships, Internet issues, and gender have increased. This article also reviews the trends related to education studies in Japanese social psychology over the past year by focusing on five themes: (1) social skills and interpersonal relationships, (2) school or classroom adjustment, (3) teacher's educational function, (4) the classroom, and (5) teacher's collaboration. The findings suggest that the majority of studies interpreted interpersonal processes through individual factors, which revealed two issues. First, the theory and mechanism of educational social psychology needs to be reconstructed in the equal relationship between teachers and researchers. Second, a social-psychological framework that integrates individual education and society as task-related situations needs to be developed.

Journal

  • The Annual Report of Educational Psychology in Japan

    The Annual Report of Educational Psychology in Japan 52(0), 46-56, 2013

    The Japanese Association of Educational Psychology

Codes

  • NII Article ID (NAID)
    130003387252
  • NII NACSIS-CAT ID (NCID)
    AN00057901
  • Text Lang
    JPN
  • ISSN
    0452-9650
  • NDL Article ID
    024876801
  • NDL Call No.
    Z7-183
  • Data Source
    NDL  J-STAGE 
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