IV 僻地児童の統合中学校進学後における人格の変容(僻地社会の変動と児童生徒の人格発達:教育的環境条件の改善変化を中心として)
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概要
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This pilot study was conducted to examine the changes in personality characteristics of the rural school children resulting from their attendance at the urban larger secondary school. The personality changes were investigated from the following five aspects; scholastic records, the ways in which the pupil views his school life, peer and friendship groups, pupil behavior ratings by the irteachers, and Y-G Personality Test results. 1)Scholastic records of 457 rural school pupils were collected from their cumulative records. Generally the results indicate that their ratings are lower than those of the standard group and that the trends continues in a similar manner over the three grades during secondary school attendance. 2)The rural pupils(418)and the standard group(525)were investigarted by the use of a questionnaire with regard to their experiences and feelings about their school life and peers. The rural pupils appear to have adjusted in a calm, secure, passive and negative way to learning, their teachers and their school life; they do not display any of the more striking problem feelings toward the factors than the standard group and nor was there any change over the three grades. 3)Their personality traits were obtained through the behavior ratings which consisted of 20 paired items and the Y-G Personality Test. On the behavior ratings the rural pupils were rated less isolated, sad, resistive but not as good in their achievements of school subjects and not as positive in learning activities as the standard group, in the first and the second grades; in the third grade the subject pupils were rated strikingly poorer in achievements, negative in learning activities, more un-sociable, of the non-leadership type, and of the non-popularity type, etc. That is to say, the personality characteristics of the rural pupils while not conspicuous in the lower grades, they become clearer in the higher grades. On the Y-G Personality Test, the rural pupils are of more A-Type and C-Type in the lower grades but this tendency decreases in the higher grades.
- 日本教育心理学会の論文
- 1968-03-30