高校生の主観的不適応に及ぼす仮想的有能感の影響について

抄録

The purpose of this paper was to examine the influence of assumed-competence on anxiety, selfesteem and maladjustment to school. The assumed-competence scale along with three other scales were administered to 212 (110 girls and, 102 boys) high school students. The results of Covariance Structure Analysis showed that among boys, assumed-competence had a direct positive effect on their maladjustment to school. For girls, self-esteem showed a significant positive correlation with assumed-competence, which had a positive influence on maladjustment to school.