The Relationship between Fulfillment Feeling in Adjustment Guidance Class for School Refusal Students and Their Behavior to Attend School

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  • 適応指導教室での充実感と登校行動との関連
  • テキオウ シドウ キョウシツ デ ノ ジュウジツカン ト トウコウ コウドウ ト ノ カンレン

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Abstract

The purpose of this study was to clarify what help is effective in enabling school refusal students in the adjustment guidance classes to attend junior high school. The survey, conducted by questionnaire, was taken by 360 junior high school students in 47 adjustment guidance classes in the Kanto region. It was suggested that the "behavior to attend school" from the adjustment guidance class is formed through the following stages; 1) the feeling of fulfillment in the adjustment guidance class rises, then 2) the feeling of fulfillment with partial attendance at their school rises; next, 3) the will to challenge to the school is determined. "Relationship with peers" in the adjustment guidance class has been extracted as a factor to directly predict the behavior of attending school. "Relation with Instructors" related to the behavior of attending school in connecting with "Relation with Teachers" and "Try to Attend School". It was suggested that it was not only the adjustment guidance class but also collaboration with the school was necessary for the behavior to attend school to be formed.

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