| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2021-09-08 |
| タイトル |
|
|
タイトル |
主体的・探究的な学びがもたらすパーソナリティへの影響 : 都内中等教育学校の卒業生を対象とした調査から |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
Relationship between Autonomous Inquiry-based Learning and Personality Traits : A Graduate Survey of Secondary School in Tokyo Metropolitan Area |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
autonomous inquiry-baesd learning |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Big Five personality traits |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
general factor of personality |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
secondary school |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
graduate survey |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 著者 |
上野, 雄己
日高, 一郎
福留, 東土
|
| 著者所属 |
|
|
言語 |
ja |
|
値 |
東京大学 |
| 著者所属 |
|
|
言語 |
en |
|
値 |
The University of Tokyo. |
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
This study aimed to investigate the relationship between autonomous inquiry-based learning and personality traits for a graduate of secondary school in the Tokyo metropolitan area. Data were obtained from a cross-sectional study by the “Survey of Graduates of the Secondary School Attached to the Faculty of Education, the University of Tokyo on Learning and Work.” The participants were 351 adults (186 men and 165 women; mean age = 40.86 years, SD = 11.87, age-range = 24–69 years). After controlling for socio-demographic factors (age, sex, marital status, child status, and household income), learning at the higher education (motivation for learning and grade), work (environment, attitude to work, and personal income), and motivation for autonomous inquiry-based learning, the results of hierarchical multiple regression analysis indicated that experience in autonomous inquiry-based learning was positively significantly associated with general factor of personality for high-order factors of the Big Five personality traits. There was a significant negative association between exploration in autonomous inquiry-based learning and the general factor of personality, while no significant association was observed between discussion in autonomous inquiry-based learning and general factor of personality. These findings suggest that the sub-dimensions of autonomous inquiry-based learning have different relations to the general factor of personality. Autonomous inquiry-based learning in secondary school may contribute to the formation of qualities for successful adaptation to society and the improved awareness of learning for higher education and work. Further longitudinal studies are required to examine the relationship between autonomous inquiry-based learning and personality traits. |
|
言語 |
en |
| 内容記述 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
附属学校データベースプロジェクトワーキングペーパーシリーズ |
|
言語 |
ja |
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要
巻 6,
p. 84-103,
発行日 2021-03-31
|
| 出版者 |
|
|
出版者 |
東京大学院教育研究科附属学校教育高度化 ・効果検証センター |
|
言語 |
ja |
| 出版者別名 |
|
|
言語 |
en |
|
値 |
Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo |
CASEER00606.pdf (651.7KB)
