家庭のテレビジョンに対する高校生の態度

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Problem: An individual views a variety of TV programs. Special attitude towards TV in general, roughly speaking, may be formed based upon the daily accumulation of viewing experiences over a long period of time. The same thing can also be said of reading and other communication experiences. In order to determine its nature, it is possible to compare youths' attitudes towards TV with other communication experiences (reading, movies, etc.). That is the purpose of this research. There were two reasons for doing this. (1) We have been making progress since last year on a research on the latent functions of TV for youth. We estab-lished as an exposure criterion for TV for this research, not the individual programs viewed but rather the "amount of TV exposure" or that plus "amount of printed media exposure" in combination (based upon Schramm, Lyle and Parker, 1961). The first step in our work was to compute the partial and multiple correlations between this criterion and the eleven independent variables involved. Therefore it was necessary to clarify the psychological nature of the criterion, either TV or printed media exposure. Schramm, Lyle, and Parker (1960) while paying full attention to the fact that between the content of the media and the audience's response there are various individual differences, in general thought … and we hypothesised that … children's TV viewing is an activity which fulfills their fantasy needs. This assumption was indirectly tested by comparison of leisure time activities of children in Canadian Teletown versus Radiotown. However no direct data was given. It therefore was decided to give a picture projection test to clarify this point. (2) As made clear by G.A. Steiner (1963), attitudes towards TV are ambivalent. It was also decided to try to verify this during our research. Method and Procedure: A total of 1,700 subjects, first year high school (10th grade) students from public high schools in the San-Tama area of Tokyo were selected by cluster sampling by school units. They were shown six pictures of communication experiences (movies, newspapers, comic books, TV and conversation) and given 45 short sentences expressing subjective attitudes of the people appearing in the pictures. They were asked to match the picture most appropriate to each sentence. Both pictures and sentences were arranged in random order. The 45 sentences were divided into three categories: favorable feelings (interest, relaxation, etc.), negative counterparts (waste of time, shame, etc.), and cognitive instrumental effects (information gain, enriched aesthetic experience, furnishing of topics of conversation, etc.). The sentences were constructed with reference to the research materials on the functions of mass media found in Schramm and others (1960), Waples, Berelson and Bradshaw (1940), Klapper (1960), Steiner (1963) and others. Results: 1. Attitudes towards TV are emotional and immediate reward seeking, while attitudes towards written materials are cognitive and delayed reward seeking. 2. Attitudes towards TV are emotional, however rather than being release of complicated emotions (wish-fulfillment, identi-fication with the hero, etc.) they were seen as seeking of simple diversion. The function of releasing complicated emotions is A Picture Projection Test on the Attitudes Youth Hold Toward Television 179 at times significant and more so among high users of prints in the case of reading. (38% of all reading is of novels.) 3. Attitudes towards TV are ambivalent. For example: 77% of those who replied "Regardless of who says what I will not stop (watching TV)." also stated "(TV) is a hindrance to studying." 60% of those who replied "(TV) furnishes topics for conversation." also said "Afterwards I will surely regret it." (Averge TV viewing was about two and a half hours per day.) 4. By combining three levels of amount of TV viewing with three levels of intelligence, nine sub-groups were formed for comparison with negative feelings towards TV. All sub-groups were about the same, the interaction between intelligence and amount of TV contact was not significant. 5. The higher the amount of TV viewing the greater the cognitive instrumental effects. There were no significant differences found regardless of intelligence considered. It is not clear, however, if this cognition was a result of the respondents actually thinking in that manner or if it was merely justification.
国際基督教大学の論文

家庭のテレビジョンに対する高校生の態度

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