現代高校生の学習意欲と進路希望の形成

出身階層と価値志向の効果に注目して

抄録

This paper carefully examines the effects of family background and two value orientations on the process of formation of learning attitudes and educational expectations among current high school students. One crucial point of this paper is that we clearly differentiate the direct and indirect effects of family background on learning attitudes and educational expectations. The second point is that we consider the functions of two important value orientations, toward status attainment and self-fulfillment, both of which are important for parents and schools in determining their own educational policies. Using data collected from 2, 220 high school seniors, we performed an OLS regression analysis on learning attitudes and a logistic regression analysis on educational expectations, and examined the following hypotheses.(1) Parents' educations and the hierarchical status of schools are positively associated; at the same time, the hierarchical status of schools and educational expectations are positively associated.(2) Parents' educations are positively associated with learning attitudes and educational expectations, independent of the hierarchical status of a school.(3) Value orientations are positively associated with parents' educations.(4) Value orientations are positively associated with learning attitudes and educational expectations, independent of other important factors.
The main results are as follows.(1) Although the effects of the educational attainment of parents on learning attitudes have disappeared or weakened, their effects on educational expectations remain strong, independent of the hierarchical status of a school.(2) The two value orientations have no association with family background, independent of the hierarchical status of the school, sex, and academic performance. Therefore, our society does not carry out a social reproduction process via the internalization of these value orientations.(3) The orientation toward status attainment has a statistically significant effect on both learning attitudes and educational expectations, and the orientation toward self-fulfillment has a statistically significant effect on learning attitudes but not on educational expectations, independent of other important factors.