{"created":"2023-05-15T14:24:31.609612+00:00","id":6754,"links":{},"metadata":{"_buckets":{"deposit":"15ed5ca4-df3e-4def-b53a-0b05d6f9a204"},"_deposit":{"created_by":3,"id":"6754","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"6754"},"status":"published"},"_oai":{"id":"oai:bunkyo.repo.nii.ac.jp:00006754","sets":["1:22:128"]},"author_link":["8298","8299"],"item_5_biblio_info_13":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-03-01"},"bibliographicPageEnd":"141","bibliographicPageStart":"129","bibliographicVolumeNumber":"37","bibliographic_titles":[{"bibliographic_title":"人間科学研究"},{"bibliographic_title":"Bulletin of Human Science"}]}]},"item_5_date_43":{"attribute_name":"作成日","attribute_value_mlt":[{"subitem_date_issued_datetime":"2018-03-29"}]},"item_5_description_12":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"One purpose of this study was to examine the learning styles of freshmen prior to the start of second semester classes. Another purpose of this study was to identify differences in attitudes towards learning as a result of typical learning styles once classes for the semester had ended. Yet another purpose of this study was to determine whether learning styles differed in relation to attitudes towards learning. Subjects were 129 freshmen. In Study Ⅰ , scores on 6 scales for motivations for learning in a two-factor model (Ichikawa, 2001), scores on 4 scales for learning strategies (Ichikawa, 2001), and scores on 3 scales for views on learning were included as variables in cluster analysis using Ward’s method. This approach allowed subjects to be classified into 4 groups:“emotional learners”(n=26),“intellectual learners”(n=44),“passive learners”(n=35), and“intentional learners” (n=15). In Study Ⅱ , one-way analysis of variance revealed that“intellectual learners”had significantly higher class satisfaction (F(3,112)=2.62, p<.10), less resistance to learning (i.e. less of a sense of being constrained by learning) (F(3,113)=4.27, p<.01), and a greater affinity overall, as typified by an affinity for school (i.e. affinity for life as a student) (F(3,113)=9.20, p<.001). Study Ⅲ used Pearson’s product-moment correlation coefficients to examine the correlation between learning styles and different attitudes towards learning.“Emotional”(r=－.43) and“intellectual”(r=－.30) learning were significantly (P<.05) inversely correlated with a sense of being constrained by learning and class satisfaction, and“passive”(r=.35) and“intentional”(r=.60) learning were significantly correlated with a sense that learning was being promoted and class satisfaction.\n\n本研究は、大学初年度学生が、半期の授業開始前にどのような学習スタイルを持っているのかを調べ、典型的な幾つかの学習スタイルによって、半期の授業終了後の幾つかの学習意識に差が見いだせるかどうか、また、学習意識間の関連性が学習スタイルごとに相違があるかどうかを、129名の初年度大学生を調査対象者として調べた。研究Ⅰでは、二要因モデルによる学習動機（市川 2001）の6尺度と、学習方略（市川 2001）の4尺度、および学習観の3尺度の得点を、Ward法によるクラスタ分析の変数として投入した結果、対象者を4分類にすることができた。これによって、調査対象者は、「情緒型学習者」26名、「思考型学習者」44名、「受身型学習者」35名、「意志型学習者」15名に分類された。研究Ⅱでは、「思考型学習者」が、有意に授業満足度が高く（F（3,112）＝2.62, p<.10）、学習抑制感の「抵抗感」も低く（F（3,113）＝4.27, p<.01）、学業生活への親和性の「学校親和」（F（3,113）＝9.20, p<.001）をはじめとした全ての親和性が、高いことがわかった。研究Ⅲでは、ピアソンの積率相関係数を用いて、「情緒型」（r=－.43）「思考型」（r=－.30）に関しては、学習抑制感と授業満足度に5％水準で有意な負の相関を「受身型」（r=.35）「意志型」（r=.60）に関しては、学習増進感と授業満足度に有意な正の相関を認めることになった。","subitem_description_type":"Abstract"}]},"item_5_description_38":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_5_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"03882152"}]},"item_5_text_39":{"attribute_name":"本文言語","attribute_value_mlt":[{"subitem_text_value":"日本語"}]},"item_5_text_42":{"attribute_name":"ID","attribute_value_mlt":[{"subitem_text_value":"BKK0003161"}]},"item_5_text_7":{"attribute_name":"Author","attribute_value_mlt":[{"subitem_text_value":"Suzuki, Masao"},{"subitem_text_value":"Okada, Hitoshi"}]},"item_5_text_8":{"attribute_name":"所属機関","attribute_value_mlt":[{"subitem_text_value":"文教大学人間科学部"},{"subitem_text_value":"文教大学人間科学部非常勤講師"}]},"item_5_text_9":{"attribute_name":"Institution","attribute_value_mlt":[{"subitem_text_value":"Bunkyo University, Faculty of Human Science"},{"subitem_text_value":"Bunkyo University, Faculty of Human Science part-time lecturer"}]},"item_5_version_type_35":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"鈴木, 賢男"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"岡田, 斉"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-03-29"}],"displaytype":"detail","filename":"BKK0003161.pdf","filesize":[{"value":"969.7 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"BKK0003161.pdf","url":"https://bunkyo.repo.nii.ac.jp/record/6754/files/BKK0003161.pdf"},"version_id":"e95a4caf-21ac-4ba2-8e95-eb6657646109"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"授業満足度"},{"subitem_subject":"学習動機"},{"subitem_subject":"学習方略"},{"subitem_subject":"学習観"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"初年度大学生の授業全般に関する意識の相違 : 学習動機・学習方略・学習観による調査対象者のクラスタリング","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"初年度大学生の授業全般に関する意識の相違 : 学習動機・学習方略・学習観による調査対象者のクラスタリング"},{"subitem_title":"Differences in freshmen attitudes towards classes overall: Clustering subjects by motivations for learning, learning strategies, and views on learning"}]},"item_type_id":"5","owner":"3","path":["128"],"pubdate":{"attribute_name":"公開日","attribute_value":"2018-03-29"},"publish_date":"2018-03-29","publish_status":"0","recid":"6754","relation_version_is_last":true,"title":["初年度大学生の授業全般に関する意識の相違 : 学習動機・学習方略・学習観による調査対象者のクラスタリング"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-05-15T15:36:00.291553+00:00"}