教育目標の因子論的研究 (II) 社会的行動特性の潜在構造分析

大西 佐一

doi:10.4992/jjpsy.28.253

教育目標の因子論的研究 (II)

社会的行動特性の潜在構造分析

大西佐一

著者情報

ジャーナルフリー

1958 年 28 巻 5 号 p. 253-259

DOI https://doi.org/10.4992/jjpsy.28.253

詳細

発行日: 1958 年受付日: 1957/09/28 J-STAGE公開日: 2010/07/16 受理日: - 早期公開日: - 改訂日: -
訂正情報
訂正日: 2010/07/16 訂正理由: - 訂正箇所: 論文抄録訂正内容: 訂正前 : 1. 4種の行動特性から成る質問項目により, 男女それぞれ500名の被験者の潜在構造が分析された。これらの特性は, 社会的性格に関する34種の変数の重因子分析を試みた前研究において, その最も大きく且つ重要な因子に高く負荷した検査の内容を, 客観テスト形式の項目に再構成したものである。すなわち第1項目より順にそれぞれ, 社会性, 能動性, 統率性, 活力性, をあらわしている。この結果は二つの潜在クラスに分析されて, 各行動特性間の関係が解明された。
2. これらの項目の構成過程と, 各クラスにおける各項目の肯定率より見れば, 潜在的肯定群としての第Iクラスは, 社会的な或る傾向を有している群と考えられる。男子におけるこのクラスでは, 統率性或いは指導性をあらわす第3項目への肯定率がやや低いが, 全項目に平均してかなりの肯定があり, 従つてその返答形は, 全項目に対する肯定, 或いは第3項目を除く他の3個項目の肯定という形によつて大部分が占められている。
3. 女子においての第Iクラスは, 第1及び第2項目がかなり高く肯定されるが, 他の2個の項目への肯定は低く, 特に第3項目は著しく低い。従つて返答形式から見れば, 全項目の肯定, 第3または第4項目を除く他の3個の項目への肯定, および第3と第4の両項目を除く他の2個の項目の肯定などの諸返答形によつて占められている。
4. 潜在第IIクラスは全項目に対して一般に肯定率の低い潜在的否定群で, 従つて内容的には或る社会的な傾向を有しない群である。このクラスは男女ともに特に第3項目に対する強い否定によつて特徴づけられている。
5. ここに用いられた行動特性は, 現行の行動評価の目標の中で, 特に対人的, 対社会的な面における諸目標に関係している。したがつてここに示されたこれらの行動特性間の関係や返答形の分析結果は, それらの諸目標の現実的なあらわれ方に関する一種の因子論的な資料を提供するものである。

訂正日: 2010/07/16 訂正理由: - 訂正箇所: 論文抄録訂正内容: Right : Reasonable educational objectives should be constructed on the basis of scientific analyses of the psychological traits which are required in various educational areas. The writer has been trying to study the factorial analysis of those traits which are now involved in the main fields of educational evaluation. The present study succeeds his previous factorial research on sociality and is concerned with four behavior traits, each of which is represented by an objective-type question. The first item relates to sociableness in human relations ; the second, to activeness in all kinds of actions ; the third, to dominance or leadership in various group activities ; and the fourth, to vigorousness in physical or motor behaviors.
The subjects were 1, 000 college students, including equal number of both sexes. They were asked to answer whether they possessed each behavior trait or not. The latent structure of their answers were analysed on the assumption of two latent classes : one whose members were supposed to have a certain social tendency, and the other not. The latent parameters were obtained separately for each sex. It was found that the first latent class of male subjects consisted of about 58% of the total, and that they possessed all of those traits to a considerable degree, although the third trait was relatively low. Thus, the majority of their answer patterns belonged to all-positives (++++) and to three-positives except the third (++-+). The first class of female subjects involved about 67% of the total, and they gave positive answer to the first and the second items at considerably high rate, while the other two items, especially the third, were quite low in the rate of positive answers. Accordingly, most of their answer patterns were of four types, all of which had almost the same frequencies ; i. e., all-positives (++++), three-or two-positives except the third or/and the fourth (++-+, +++-, ++--). For both sexes, the second latent class was one where the members generally denied the possession of all, especially the third, of those behavior traits.
The traits which were studied here relate to some main evaluation objectives in the realm of social behavior. Therefore, the above results will give some factorial clarifications to the relations among those educational values and will help us understand the factual of their appearance among the Japanese students.

抄録

Reasonable educational objectives should be constructed on the basis of scientific analyses of the psychological traits which are required in various educational areas. The writer has been trying to study the factorial analysis of those traits which are now involved in the main fields of educational evaluation. The present study succeeds his previous factorial research on sociality and is concerned with four behavior traits, each of which is represented by an objective-type question. The first item relates to sociableness in human relations ; the second, to activeness in all kinds of actions ; the third, to dominance or leadership in various group activities ; and the fourth, to vigorousness in physical or motor behaviors.
The subjects were 1, 000 college students, including equal number of both sexes. They were asked to answer whether they possessed each behavior trait or not. The latent structure of their answers were analysed on the assumption of two latent classes : one whose members were supposed to have a certain social tendency, and the other not. The latent parameters were obtained separately for each sex. It was found that the first latent class of male subjects consisted of about 58% of the total, and that they possessed all of those traits to a considerable degree, although the third trait was relatively low. Thus, the majority of their answer patterns belonged to all-positives (++++) and to three-positives except the third (++-+). The first class of female subjects involved about 67% of the total, and they gave positive answer to the first and the second items at considerably high rate, while the other two items, especially the third, were quite low in the rate of positive answers. Accordingly, most of their answer patterns were of four types, all of which had almost the same frequencies ; i. e., all-positives (++++), three-or two-positives except the third or/and the fourth (++-+, +++-, ++--). For both sexes, the second latent class was one where the members generally denied the possession of all, especially the third, of those behavior traits.
The traits which were studied here relate to some main evaluation objectives in the realm of social behavior. Therefore, the above results will give some factorial clarifications to the relations among those educational values and will help us understand the factual of their appearance among the Japanese students.

責任著者(Corresponding author)

訂正情報