後期中等教育段階のカリキュラム選択が生徒の資質・能力の自己評価に及ぼす影響（国際バカロレア・ディプロマプログラム履修生と一般生の比較から）

抄録

This study examines whether the IBDP or the MEXT high school curriculum has a greater impact on students' self-evaluation of their qualities and abilities at the time they graduate from high school, as defined by Article 1 of the School Education Law. Data from the “Survey on High School Learning and Experiences” conducted in IB-accredited Japanese schools between 2021 and 2022 were analyzed, including responses from 487 IBDP students and 2,669 non-IBDP students, totaling 3,191 participants. The analysis suggested that the IBDP positively influences students' self-evaluation of their qualities and abilities. Factors such as differences in after-school study time and exam systems between the two curricula contributed to these findings. The study underscores that the IBDP's emphasis on qualification examinations may enhance students' self-evaluation of their qualities and abilities, suggesting a potential shift in Japanese high schools from university entrance exam-centered evaluations to qualification-based quality assurance in education. The empirical evidence provided supports the effectiveness of the IBDP in enhancing students' self-assessment of their competencies, highlighting its potential as a viable approach to ensuring the quality of upper secondary education in Japan.