教師の主観的賞賛行動が生徒の学校生活享受感情および教師自身のワーク・エンゲイジメントに与える効果プロセス  [in Japanese] Increasing Teachers' Praise for Their Students Increases Students' Enjoyment of School and Teachers' Work Engagement  [in Japanese]

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Author(s)

    • 飯島 有哉 Iijima Yuya
    • 早稲田大学大学院人間科学研究科・日本学術振興会 Graduate School of Human Sciences, Waseda University; Japan Society for the Promotion of Science
    • 山田 達人 Yamada Tatsuto
    • 明星大学大学院人文学研究科・日本学術振興会 Graduate School of Humanities, Meisei University; Japan Society for the Promotion of Science

Abstract

<p> 本研究は,教師の生徒に対する賞賛行動が,生徒の学校生活享受感情および教師自身のワーク・エンゲイジメント(WE)に与える効果とそのプロセスについて検討することを目的とした。公立中学校教師4名に4週間の賞賛行動の自己記録を依頼し,介入に伴う生徒267名および教師自身の変化を測定した。生徒に対する質問紙調査および教師に対する生徒の学校生活の様子に関するインタビュー調査の分析結果から,教師の賞賛行動に伴うほめられ経験の増加がみられた学級において生徒の学校生活享受感情の向上が認められた。教師自身においては,単一事例実験法による検討およびインタビューデータの分析結果から,賞賛行動の増加に伴うWEの向上が認められ,その変化プロセスとして,賞賛行動の実行に伴う【効果の体験】が直接的に【WEの向上】に結びつくものと,【生徒認知の変化】を介するものの2種類のプロセスが見出された。本研究の結果から,教師の賞賛行動が生徒および教師双方の学校適応の促進に寄与することが示され,その効果プロセスにおける相互作用性および,教師の主観的な賞賛行動と生徒のほめられ経験の一致の重要性が考察された。</p>

<p>  The present study examined the processes and effects of teachers' praise on their students' enjoyment of school and teachers' engagement in their work. The research was done with 4 teachers (2 men, 2 women) at 1 junior high school. The duration of baseline differed across teachers. The intervention at the end of the baseline period consisted of a lecture given to the teachers regarding the nature of praise and how to deliver praise to their students, plus training in self-recording. After that, the teachers recorded the praise that they gave to their students during 1 class period daily for 4 weeks. The teachers completed questionnaires once a week from the beginning of the baseline period to the end of the intervention. In addition, each teacher participated in a 30-minute semi-structured interview. Their students (<i>N</i>=267: 96 in 7th grade, 111 in 8th grade, and 60 in 9th grade) completed questionnaires at the beginning and end of the intervention period. The results suggested that the students' enjoyment of school increased in classes in which teachers' use of praise increased. Analysis of the data from the teachers suggested that their work engagement increased with an increase in their use of praise. Experiencing the effects of using praise was directly related to teachers' increased work engagement and to changes in the teachers' perception of their students. The teachers' praise for the students appeared to contribute to increased adjustment to school for both the students and the teachers. The discussion deals with the importance of interaction and correspondence between the teachers' praise and the students' experience of being praised.</p>

Journal

  • The Japanese Journal of Educational Psychology

    The Japanese Journal of Educational Psychology 68(4), 388-400, 2020

    The Japanese Association of Educational Psychology

Codes

  • NII Article ID (NAID)
    130007969930
  • NII NACSIS-CAT ID (NCID)
    AN00345837
  • Text Lang
    JPN
  • ISSN
    0021-5015
  • NDL Article ID
    031233840
  • NDL Call No.
    Z7-182
  • Data Source
    NDL  J-STAGE 
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