大学生の学生生活充実度に関する要因モデル作成のための基礎分析 : 関西学院大学 カレッジ・コミュニティ調査資料を用いて
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The purpose of this study is to find factors that relate to students' satisfaction with their campus life. The variables used in this study were drawn from survey data which has been conducted since 1976 by Institute for Integrated Communication Research and Developments at Kwansei Gakuin University. The survey involved was conducted in a study every 2 or 3 years and has been done 13 times. One fifth of the total population of undergraduate students was sampled for each survey. The total population surveyed was 38,487 and 15,235 students responded, (averaged collection rate was 39.5%). Twenty two variables (evaluated satisfaction, five variables evaluating importance of students' activities, three subscale scores from Pace's CUES (College and University Environment Scales), a psychological maladjustment score, a classroom attendance rate, evaluated efficiency of higher education, five types of motive for entering university, and five types of reason for being a student) were picked from the surveys and put into a correlation study. The correlation study revealed that satisfaction significantly correlated with two activities; "lecture" and "after school job"; and classroom attendance rate, evaluated efficiency, and two types of motive for entrance; "taking -advantage-to-get-job" and "enjoying-ones-youthful-days". "Enjoying-ones-youthful-days" was negatively correlated with satisfaction. Ten averaged variables were compared between five evaluated satisfaction groups as, "very-satisfied", "almost-satisfied", "kind of-satisfied", "not that much-satisfied", "not at all-satisfied". As a result of one way ANOVA, all of the averaged variables except evaluated importance of activity for "after school job" had been shown in main effect. Farther comparison showed that in evaluated importance of activity was significantly different between all satisfaction groups except between "very" and "almost", higher satisfied group evaluated higher importance for each activity. Evaluated efficiency of higher education is significantly different between each group, the higher satisfied group evaluated efficiency of their education in university higher. The psychological maladjustment score is significantly different between satisfied groups, higher satisfied group has a lower score on psychological maladjustment. All three subscale scores from CUES are significantly different between satisfaction groups in each subscale score except between "not that much-satisfied" group and "not at all satisfied" group in subscale score of "Scholarship". The evaluated satisfaction score was compared between five demographic attributes; faculty, scholastic year, sex, living with family or not, involved in club activity or not; in each survey. The involved in club activity group evaluated their satisfaction with campus life significantly higher than that of the not involved in club activity group on every survey. Also sex differences are significant in every survey except the first survey in 1976 and the second survey in 1979. Women evaluated their satisfaction higher than men. Senior and junior groups tended to evaluate their satisfaction higher than freshman and sophomore groups. Such scholastic year differences were shown from the first survey in 1967 to the 5th survey in 1986, and from the 7th survey in 1990 to the 11th survey in 2000. There were no differences in nearest preceding survey in 2002 and 2004.
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関連論文
- 大学生の学生生活充実度に関する要因モデル作成のための基礎分析 : 関西学院大学 カレッジ・コミュニティ調査資料を用いて
- カレッジ・コミュニティ調査の分析(II) : 進学・在学理由と生活充実度
- PC43 カレッジ・コミュニティ調査の分析 (I) : 大学生の生活充実度と大学環境認知