{"created":"2023-05-15T14:24:33.437946+00:00","id":6799,"links":{},"metadata":{"_buckets":{"deposit":"9a358acd-0197-4dc8-abd1-b83fcce99635"},"_deposit":{"created_by":3,"id":"6799","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"6799"},"status":"published"},"_oai":{"id":"oai:bunkyo.repo.nii.ac.jp:00006799","sets":["1:22:525"]},"author_link":["8356","8357"],"item_5_biblio_info_13":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-03-01"},"bibliographicPageEnd":"185","bibliographicPageStart":"173","bibliographicVolumeNumber":"38","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":"2018-03-28"}]},"item_5_description_12":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"The purpose of this study was to examine whether results of cluster analysis of learning styles of freshmen（Suzuki & Okada, 2016）were only temporary. In Study Ⅰ, scores on 6 scales for learning motivation according to a two-factor model（Ichikawa, 2001）, scores on 4 scales for learning strategies（Ichikawa, 2001）, and scores on 3 scales for the outlook on learning served as variables in cluster analysis using Ward’s method. One hundred and twenty-two subjects were classified into 4 groups using categories similar to those in a previous study（Suzuki & Okada, 2016）. Forty-one subjects were“emotional learners,”22 were “reasoned learners,”12 were“passiveness learners,” and 37 were“purposeful learners.”In study Ⅱ, canonical discriminant analysis was performed with the cluster number serving as an objective variable and scores on the 13 aforementioned scales serving as explanatory variables. Results agreed with the previous results of cluster analysis with a rate of concordance of 85.7%, and 5 explanatory variables were entered in a stepwise manner: being motivated to learn for self-respect and reward and seeing learning as active, independent, and continuous behavior. In study III, discrimination by cluster analysis and discrimination by cluster discriminant analysis were performed to compare differences in the average level of affinity for academics. Both analyses yielded similar results.\n\n本研究は、鈴木・岡田（2016）のクラスタ分析による初年度大学生の4群について確認された学習スタイルの特徴が、その時のみに特有なものか、それとも初年度大学生としてのものかどうかを調べ、学習スタイルの特徴が、主として何に基づくのか、何に影響を与えることになるのかを検討することとした。研究Ⅰでは、鈴木・岡田（2016）と同様に、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、122名の対象者を4分類にすることができた。これらが示す学習動機や学習方略、学習観の特徴は鈴木・岡田（2016）で見出された特徴とほぼ同様であり、調査対象者は、「情緒型学習者」41名、「思考型学習者」22名、「受身型学習者」12名、「意志型学習者」37名に分類された。研究Ⅱでは、クラスタ分析で得られたクラスタ番号を目的変数として、上記の学習動機、学習方略、学習観を説明変数としたステップワイズ法による正準判別分析を行った。線形関数によるクラスタ判別の一致率は、85.7％であった。また、ステップワイズにより投入された変数は、学習動機の「自尊志向」「報酬志向」と学習観の「主体性」「自律性」「継続性」の5尺度であった。研究Ⅲでは、クラスタ分析による群別とクラスタ判別分析による群別で、学業生活への親和性の平均値の差を比較した。その結果、「学校親和」については「受身型」が有意に低く、「学習親和」と「学問親和」については「意志型」が有意に高いことが、双方の群別に認められた。","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":"BKK0003184"}]},"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非常勤講師"},{"subitem_text_value":"文教大学人間科学部"}]},"item_5_text_9":{"attribute_name":"Institution","attribute_value_mlt":[{"subitem_text_value":"Bunkyo University, Faculty of Human Science part-time lecturer"},{"subitem_text_value":"Bunkyo University, Faculty of Human Science"}]},"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":"2018-04-02"}],"displaytype":"detail","filename":"BKK0003184.pdf","filesize":[{"value":"1.5 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"BKK0003184.pdf","url":"https://bunkyo.repo.nii.ac.jp/record/6799/files/BKK0003184.pdf"},"version_id":"dc456da2-6a72-4ba3-acd2-c6d668ed9fdf"}]},"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":"経年で比較した初年度大学生における学習スタイルの特徴と学業への親和性の相違 : クラスタ判別分析による分類の一致率","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"経年で比較した初年度大学生における学習スタイルの特徴と学業への親和性の相違 : クラスタ判別分析による分類の一致率"},{"subitem_title":"Features of learning styles of college students throughout their freshmen year and the effect of those styles on the affinity for academic life: concordance of classification according to cluster discriminant analysis"}]},"item_type_id":"5","owner":"3","path":["525"],"pubdate":{"attribute_name":"公開日","attribute_value":"2018-04-02"},"publish_date":"2018-04-02","publish_status":"0","recid":"6799","relation_version_is_last":true,"title":["経年で比較した初年度大学生における学習スタイルの特徴と学業への親和性の相違 : クラスタ判別分析による分類の一致率"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-05-15T15:34:02.653351+00:00"}