教育心理学年報
Online ISSN : 2186-3091
Print ISSN : 0452-9650
ISSN-L : 0452-9650
留年学生の問題
安藤 延男丸井 文男久保 良敏石郷岡 泰
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ジャーナル フリー

1970 年 9 巻 p. 62-66,141

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In recent years, especially from 1964-5, there has been increasing attention to the remainders, those who have failed to move to the advanced course and stay back in the same grade in the course of general education in college and university. For the past two years, some counselors, including chairman and four reporters of this symposium, have discussed problems concerning remainders in each university to which they belonged, in the two symposia informally held.
In this symposium, each of four reporters reported and suggested as follows, depending on the achievement above mentioned.
Y. Kubo (Hiroshima Univ.), from the viewpoint of prediction, reported nine signs about maladjustment of students on the basis of the data on 1) actual life condition record, 2) health examination record (CMI, UPI), 3) personality test record (MHSQ). Those are as follows: 1) constitutional infirmity, 2) wishes to change to other faculties or departments, 3) being lazy in studies, 4) feeling one's abilities weakened after entrance to university, 5) having the other sex friend, 6) being a member of some circle activities, 7) dodging a lesson all the time, 8) does not adapt oneself to the classroom atmosphere, 9) being not suited for one's department. Kubo suggested, when some of these signs were found falling simultaneously on a student, he could significantly predict the student maladjustment such as staying back in same general education course.
Y. Ishigooka (Tohoku Univ.) classified students according to the following five types, including some sub-types, in their attitudes in aiming goals in their school days:
Type IA aiming at a single main goal (school achievement)
Type IB aiming at a single main goal (other than school achievement)
Type IIA aiming at multiple goals harmoniously (focusing on school achievement)
Type IIB aiming at multiple goals harmoniously (focusing on anything other than school achievement)
Type IIIA failing to aim at a goal (school achievement)
Type IIIB failing to aim at a goal (anything other than school achievement)
Type IV trying to establish one's life goal
Type V others.
He discussed those types found in the students staying back in the course of general education.
F. Marui (Nagoya Univ.) classified remainders into three types: 1) conventional (free from care type), 2) lack of one's intellectual capacity, and 3) lack of one's volition. And he pointed out that the third type is most serious.
He suggested following three factors affecting the students' failure before their entrance to university:
1) did they have any motives to study in university or not?
2) did they understand the real meaning of university life or not?
3) ambiguity of the principle of education in pre-university education and inmaturity of personality due to failure of home education.
He also suggested two factors concerning the students' failure after entrance to university as follows:
1) standerdized or stereotyped lectures and prosaism in the course of general education in university
2) difference of views concerning university education between students and professors.
N. Ando (Kyushu Univ.) proposed the inductive typology by means of factor analysis instead of control group method and empirical typology in former studies. And he said that short scale for prediction for maladjustment of students had been made.
On the basis of propositions mentioned in these four reports, difference of ratios of each type of remainders in each college and university; relations between increasing numbers of remainders and increasing numbers of students going on to higher education, the numbers of suicidal attempts in remainders were discussed. And also, importance of the problem of curriculum making in general education course; mental health administration, after-care and follow-up to remainders were stressed.

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