大学生のコンピュータ操作・プログラミング習熟過程における不適応感の形成と変動に関する研究 : 不安・抑うつ感の継時的測定にもとづく分析からの検討

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The purpose of this study was to examine the factors which influence the formation and fluctuation of maladaptive psychological responses throughout the course of computer-operation and programing learning in university students. Students attended to an introductory course of computer-operation and BASIC programing completed the Anxiety-Depression Score (A/D score) just before they took operating exam four times a year. Based on these scores, following four groups were operationally identified: LOW (n=8: constantly lowest scores), STABLE (n=18 I steadily lower scores), INC (n=17: increased scores during a year) and HIGH (n=6: steadily higher scores). The experiences of operating a computer before the attending the course, the self-rated degree of comprehension of each curriculum of the course, their attitude of the computer operation, the intensity of motivation for further learning, and self-evaluation of their own abilities in computer operation after the course, were compared among these four groups. The major findings were as follows; (a) although experiences of key board operation tend to inhibit the increase in A/D score, the differences of the experiences were by no means the determinant of the following adaptation, (b) the failure in using floppy disk and in formatting caused the unrecoverable increase in A/D scores, (c) the students with increased A/D scores showed decreased motivation for further learning, and reported negative self-evaluation on their abilities in computer operation. Finally, several ways for the effective prevention of learner's maladaptive psychological responses were proposed.
早稲田大学の論文
1993-03-25

大学生のコンピュータ操作・プログラミング習熟過程における不適応感の形成と変動に関する研究 : 不安・抑うつ感の継時的測定にもとづく分析からの検討

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