高校生における教師への心理的距離と学校適応に関する研究

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  • コウコウセイ ニ オケル キョウシ エ ノ シンリテキ キョリ ト ガッコウ テキオウ ニ カンスル ケンキュウ
  • Research on the psychological distance to a teacher and school adaptation in a high school student

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本研究では,高校生を対象として,教師への心理的距離と学校適応との関係を検討した。生徒の教師への心理的距離の測定にはLPC(Least Preferred Coworker)尺度を用いた。その結果,教師への心理的距離が小さい(LPC得点が高い)生徒の方が,心理的距離が大きい(LPC得点が低い)生徒より,「教師関係」「進路意識」「規則への態度」「学習意欲」及び「学校適応全体」において高くなる傾向が見い出された。また,関係がうまくいく教師に対して高い評価をしている(MPC得点が高い)生徒は,MPC得点が低い生徒よりも,「特別活動への態度」等,及び「学校適応全体」において高くなる結果が見い出された。

This research considered the relation between the psychological distance to a teacher, and school adaptation for the high school student. The LPC (Least Preferred Coworker) measure was used for measurement of the psychological distance to a student's teacher. Consequently, in the school adaptation a "teacher relation", "course consciousness", "the attitude to a rule", "study volition", and "whole one", it became clear that the student with a small psychological distance to a teacher (LPC score is high) has the tendency for school adaptation to be higher than a student with a large psychological distance to a teacher (LPC score is low) . And, in the school adaptation a "attitude to special activity" it became clear that the student who is doing a high evaluation to a best teacher to relate (MPC score is high) has the tendency for school adaptation to be higher than an student who is doing low evaluation to a best teacher to relate (MPC score is low).

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