大学生における家庭科への動機づけ(第2報) : 家庭科学習に及ぼす過去の家庭科教師への同一視の影響

概要

論文の詳細を見る
This study was to add further support to the identification hypothesis examined in our previous paper. The relationship of student's identification to a teacher of homemaking education in her past school life on willingness to learn the subject in her present college life was examined. One hundred and ten female undergraduates in a homemaking course were rated for the degree of willingness to learn the subject on three measures: marks of homemaking course, degree of subjective willingness to learn the subject, and having a desire to become a teacher of homemeaking education or not. The results suggested the validity of the hypothesis. No significant difference were found between subjects who had experienced positive identification and those of the negatives on the first objective measure, but were significant on the two subjective measures.
日本家庭科教育学会の論文
1992-12-20