大学生の価値志向と教育環境の時代的変遷

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Puropose The present study examines the diachronic changes of college students' value orientation and educational environment in terms of two aspects: (1) personality psychology and (2) social psychology. The following are the six research studies planned to be conducted: (1) Analyses from Viewpoints of Personality Psychology Research I. Structure of Conceived Value Orientation Research II. Structure of Operative Value Orientation Research III. Relationship between Conceived Value Orientation and Operative Value Orientation Research IV. Relationship between Value Orientation and Evaluative Tendency of Educational Environment (2) Analyses from Viewpoints of Social Psychology: Diachronic Changes of College Students' Value Orientation and Educational Environment Research V. Diachronic Changes of College Students' Views of Life Research VI. Diachronic Changes of Educational Environment (1) The first purpose is to offer a comprehensive theoretical model of the structure of value orientation and to offer an empirical explanation of the model. For the discussion of this purpose, the following procedures will be taken. First, the issue of differentiation between the contents (the structural dimension) and the superficial forms (the functional dimension) of the value orientation, which have not been clearly defined until now, will be reviewed (Research I,II,III). Next, the relationship between individual students' value orientation and their perception of their educational environment will be discussed (Research IV). Finally, all the issues involving the relationship between various value orientations in individuals and individual perception of their educational environment will be discussed as the major problems of personality psychology. (2) The second purpose is to demonstrate the diachronic changes of the college students' value orientation and the students' perception of the educational environment of their colleges. In modern society, the social environment is changing rapidly, and the most important problem for these students is how to adapt themselves in such a rapidly moving society. To discuss them, we must answer the following questions. From the Second World War on, how has the value orientation of Japanese college students changed (Research V)? How has the college environment, where students spend thendaily life, changed not only physically, such as the increasing number of students or the expansion of facilities, but also psychologically from the viewpoint of the campus atmosphere of the university (Research VI)? Thus, these issues dealing with the diachronic changes of college students' value orientation and educational environment will be discussed as social psychology problems. Method The subjects were categorized into two groups by the time in which the questionnaires were conducted and the types of questionnaires employed. Group 1 for Research I, V, and VI, and Group 2 for Research 11,111, and IV were used as subject groups. Group 1 consisted of 4,089 in total, including 3,253 ICU students in the 1960s, 80s, and 90s, and 743 parents and 93 graduates. In the 1960s and 80s, the individual responses to the following four types of questionnaires were re-analyzed, which the previous researchers had collected. While all the subjects responded to the questionnaire of "13 Ways to Live", some of them also responded to the questionnaires of "Religious and Ethical Ways", "Political and Economic Ways", and "College and University Environment Scales". Group 2 was composed of 953 students in total, including 591 students of ICU, 130 students of K University and 232 students of C Junior College in 1993. They all responded to the following three types of questionnaire: (1) an abridged version of the questionnaire of "13 Ways to Live", (2) a questionnaire of "Students' Value Orientation toward College Life", and (3) "College and University Environment Scales". Results and Conclusion Since there was a meaningful relationship between "Operative Value Orientation" and "Conceived Value Orientation" (Research I,II,III), and also between both of these two value orientations (especially "Operative Value Orientation") and the "Evaluative Tendency of Educational Environment" (Research IV), it was suggested that there existed a common basis for the students' value orientation in both levels (i.e. daily and concrete, abstract and conceived), and the perception of their daily environment. Furthermore, after examining the students' value orientations on different levels of the functional dimension (behavioral tendency), the results indicated a certain degree of appropriateness of a theoretical model on the structural dimension consisting of both a time perspective and a social perspective. This finding suggested that each individual had a hierarchical value orientation system internally, and this system controlled his or her perception of the external environment to maintain consistency. All the facts mentioned above could be viewed as the effect of a mechanism which intended to maintain the internal consistency of personality. Also those facts were proved clearly by differentiating the variable groups by canonical correlation analysis. It was possible to say that Japanese college students as a whole had gradually changed their preference in favor of individualism and a flexible attitude from the 1950s to the 80s (Research V). Along with those changes, the moral, prescriptive and religious atmospheres of the educational environment they perceived have been losing ground significantly at ICU from the 1980s to the 90s (Research VI). In other words, while the importance of moral and religion norms, which is necessary to maintain a social group, has been deteriorating, the trend towards individualism has been growing more and more obvious. It seems, therefore, that the values beyond the individual interests have lost ground in the modern college life.
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大学生の価値志向と教育環境の時代的変遷

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