ローカルな相互作用による限界質量モデルを用いた 教室における規範逸脱行動拡散過程の分析 ─実際の座席位置を反映した授業における私語のシミュレーション─

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タイトル別名
  • Analyzing the spreading process of the rule-breaking behavior in a classroom by using the critical mass model along with a local interaction：A computer simulation of private talking based on the students’ real positional relationships in a classroom
  • ローカルな相互作用による限界質量モデルを用いた教室における規範逸脱行動拡散過程の分析 : 実際の座席位置を反映した授業における私語のシミュレーション
  • ローカル ナ ソウゴ サヨウ ニ ヨル ゲンカイ シツリョウ モデル オ モチイタ キョウシツ ニ オケル キハン イツダツ コウドウ カクサン カテイ ノ ブンセキ : ジッサイ ノ ザセキ イチ オ ハンエイ シタ ジュギョウ ニ オケル シゴ ノ シミュレーション

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説明

The present study investigated the spreading process of the rule-breaking behavior in a classroom by using a questionnaire survey and a computer simulation that applied the critical mass model. The questionnaire, which was answered by 395 junior high school students, measured the students’ seating positions in the classroom as well as their attitudes towards and frequencies of private talking during lessons. An 8 x 5 matrix was created and a cellular automata simulation was conducted once for each classroom. With reference to the questionnaire data, each of the cells in the matrix were located in the same positional relationship as that of the students in the classroom. The cells can perceive only 8 cells that adjoin themselves directly. They have one of the 2 states（obeying and breaking）, and they change or maintain their states in accordance with that of the other cells. The critical numbers indicated the students’ own resistances to the rule-breaking behavior. If a critical number of a certain cell（student）is 25, this cell breaks a rule when 25% or more of its neighbor cells break it. However, with a certain probability, these cells ignore their critical numbers and change their states to the same ones as that of the numerical majority in the neighborhood. This probability indicates that people do not always behave in line with their attitudes in the real world. The means of the frequencies of the rule-breaking behavior that were measured using the questionnaire were reckoned in every classroom. Then, the correlation coefficient between the simulation’s outputs（rule-breaking rates）and the means of the frequencies were calculated, and some of the significant coefficients were indicated. This result shows that the simulation model can describe the spreading process of the rule-breaking behavior to some extent.

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