The Correlation between Changes in Identity and Active Learning during the Freshman Year of University Studies

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  • Hatano Kai
    Development Center for Higher Education, Osaka Prefecture University
  • Harada Shin
    Faculty of Integrated Arts and Sciences, The University of Tokushima

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  • 大学生のアイデンティティの変化と主体的な学習態度の変化の関連：大学新入生の前期課程に着目して
  • ダイガクセイ ノ アイデンティティ ノ ヘンカ ト シュタイテキ ナ ガクシュウ タイド ノ ヘンカ ノ カンレン : ダイガク シンニュウセイ ノ ゼンキ カテイ ニ チャクモク シテ

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Abstract

This study focused on the relationship between change in psycho-social self-identity and the active attitudes of university students, after differentiating core identity from psycho-social self-identity. Participants (437 freshman, including 221 male, 212 female, and 4 of unknown gender) completed a questionnaire in two waves at an interval of approximately three months. First, to confirm change of identity and active attitude of students, the results of paired t-test and correlational analysis showed that identity scores and active attitudes of students significantly decreased and that stability of core identity was higher than that of the other two variables. Second, structural equation modeling examined the relationship between identity change and change in the active attitudes of students. The results showed that change in psycho-social self-identity was positively related to change in the active attitudes of students, whereas change in core identity was not related to attitudinal change. The data were discussed in terms of how to support and improve psycho-social self-identity among university freshman.

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