自己評価に関係する諸要因の検討 : 特に肯定的・否定的自己の方向づけと関係して

これまで多くの研究者が,自己評価による「自己」を,他の変数との関係で研究してきた。これらの研究は,自己評価の機能を通して,行動の理解と予測に役立てようとするところに意図があったと思われる。確かに「自己」の操作的定義を,これら他の変数との関係で研究していこうとする傾向は,心理学の研究領域においても指摘される。究極的には自己評価と社会的行動を表現する何らかの指標や基準との関係を問題にしようとしてきた。本研究は,基本的には,従属変数としての「自己の方向づけ」-肯定的あるいは否定的な自己-が,どのような客観的な要因によって規定されるのかという目的のために行なわれた。その問題点は以下の2点である。1.個人が,肯定的あるいは否定的な自己評価をするのはなぜか,どのような要因が自己の方向づけに影響をおよぼしているのか,2.特定の個人が,自己評価をした場合,かれの自己は肯定的であるのか,否定的であるのかを判別するため,どのような変数で処理すればよいのか,以上の問題点のために,われわれは,30項目からなるパーソナルな質問調査紙を作成した。この質問紙は,大阪に居住する7才から13才までの小学校児童579名に施行された。ただし,この調査用紙を作成するため,いくつかの手続きがとられ,またこの質問項目についての客観性の検討がなされている。しかし基本的には,この調査用紙は「肯定的,あるいは否定的な自己」と,それを規定するであろうと思われる諸要因から構成されたものである。研究結果は,問題点(1)については,「肯定的・否定的自己」と他の28の独立変数との偏相関係数を求めたところ,第3表の示す通りである。特に効果のある諸要因として,21.社会的承認への欲求程度,20.学業成績に対する評価,6.容貌についての評価,16.旅行の行程範囲,26.神経質の程度,3.健康状態,1.年令 であることが,理解された。問題点(2)については,肯定的自己と否定的自己を判別するために効果的な変数によって判別分析を行なった(第5表)その結果,28.の変数の中,12の変数が,自己評価の肯定的否定的の方向を規定する有効な要因であることが理解された。列挙すれば,20.学業成績に対する評価,6.容貌についての評価,21.社会的承認への欲求,10.言葉使いについての評価,3.健康状態,16.旅行の行程範囲,26.神経質の程度,15.友人の数,9.服装についての評価,25.初対面での羞恥程度,22.動物(犬・猫)に対する愛護感,11.睡眠状態,17.一日の平均TV視聴量 の以上である。

It is true that there have been many researchers who studied the subject of self-evaluation in relation to other variables. For instance, Brown fain, J. J. (1952), gave his thoughts on "self-concept" in relation to each of the itemized 25 factors with an aim at making the function of self-evaluation facilitate understanding and predicting behavior. Indeed, the recent trend of emphasis is to proceed their study in terms of the relationship of these definitions (as the operational definitions of self) with other variables. In the area of social psychology, too, there have been discussions about some sorts of indice or criteria as relating to social behavior and self-evaluation. The study of "Individual in Society" (1962) by Krech, D., Crutchfield R. S., and Ballanchey, E. L., also deals with the subject of self as an important disposition of interpersonal response trains. Further, Wylie, R. C., in her "Self-Concept" (1961) which was based on his voluminous literatures, reviewed what variables the self-evaluation-centered study was related to. This study, for the purpose of finding what external (and particularly empirical) factors defined either positive or negative self, assumed the following two problems: 1. What factors would most strongly influence the individual in his making either positive or negative self-evaluation? 2. When a particular individual made a self-evaluation, how could we handle the data to identify whether his self is positive or negative? To probe the above two problems, the authors selected an inventory of 30 items which were collected mainly from past literatures so that as more items as possible can be adequately gathered. (Incidentally, this inventory has already been checked for certain correlations with other types of personality inventory.) Subjects were 579 elementary school pupils who were residents of Osaka with their ages ranging from 7 to 13. The authors discussed a priori in this study the relationship of those factors that would define orientations toward either positive or negative self. The 30 items selected include the following 29 items but the last variable (30. Inhabitation) was not used: 1. Age, 2. Sex, 3. physical condition (health), 4. Medical history. 5. Number of siblings, 6. Evaluation of personal look, 7. Height, 8. Weight, 9. Evaluation of clothings, 10. Evaluation of speech, 11. Depth of sleep, 12. Affection to father, 13. Affection to mother, 14. Sentiment to teacher of the class, 15. Number of personal friends, 16. Tripping range of travel, 17. Average TV-viewing time per day, 18. Sense of belonging to family, 19. Desire to change classes, 20. Evaluation of school performance, 21. Desire for social approval, 22. Protective feeling for animals (pet dogs and cats), 23. Desire for exclusive possession of personal things, 24. Reflection on one's own lies, 25. Shyness in facing strangers, 26. Nervousness, 27. Cooperative willingness, 28. Cyclic tendency and lastly, 29. School grade. By obtaining Partial Correlation Coefficients regarding Problom 1 above, the following variables were derived therefrom as potential contributors to self-orientation: 21. Desire for social approval, 20. Evaluation of school performance, 6. Evaluation of personal look, 16. Tripping range of travel, 26. Nervousness in that order. As regards Problem 2 above, those variables considered effective in identifying positive self against negative self were derived by applying Discriminant Analysis. It found 13 out of the 29 variables as effective in defining positive/negative orientations of self-evaluation, which were: 20. Evaluation of personal look, 21. Desire for social approval, 10. Evaluation of speech, 3. physical condition, 16. Tripping range of travel. 26. Nervousness, 15. Number of personal friends, 9. Evaluation of clothings, 25. Shyness in facing strangers, 22. Protective feeling for animals, 11. Depth of sleep and lastly, 17. Average TV-viewing time per day. It has been found that whether individual's self is positive or negative, depends on individual's way of evaluating the above listed items.