児童の学習適応性の評価に関する研究

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小学校3年から6年までの児童548名について，3領域8特性にわたる学習適応性を質問紙法検査により自己診断させ，他方担任教師14名には評定尺度を用いてそれらの領域・特性についての他者評価を求めた。主たる結果の分析から，（1）児童の自己診断より教師による他者評価の方が，学習適応性はより高く見積られ，（2）両者の相関係数は学習領域と教師児童関係において高く，性格領域と友人関係について低くなる傾向を示し，（3）学習適応性を評価する場合，教師は学力評価の影響を受けやすく，（4）学習適応性を教師から過大に評価される者ほど自己診断に比べて学力が相対的に高く，逆に，過小評価される者ほど自己診断に比べて学力が低いということが明らかにされた。548 elementary school children were required to diagnose their own learning adjustment,based on a set of 8 traits within 3 domains,using a questionnaire test.14 classroom teachers also evaluated the 8 traits of those students using a rating-scale.The main results from analyzing the relations between the two,being compared with academic achievement scores of the students,were as follows:(1)Student's learning adjustment was evaluated higher by the teachers than by the students themselves.(2)The correlation coefficient between those two values tends to be higher in the domain of learning and teacher-student relationships and relatively lower in the domain of personality and friendships.(3)Teachers are apt to be infuenced by academic achievement values when they evaluate student's learning adjustment.(4)The students whose leamning adjustment was overestimated by their classroom teachers showed higher academic achievement values than those of their self-diagnosis.In contrast,those who were underesimated,obtained lower academic achievement values than their own self-diagnostic values.
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児童の学習適応性の評価に関する研究

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