海外経験によって得られた帰国高校生の特性とその関連要因―属性と家庭および在籍校によるサポートとの関連から―

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  • 岡村 郁子
    首都大学東京国際センター　特任助教　異文化間教育・日本語教育

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タイトル別名
  • Characteristics of High School Returnees Obtained through Overseas Experience and the Relevant Primary Factors: From the View Point of the Relation between Attributes and Support of Family and School upon Homecoming
  • カイガイ ケイケン ニ ヨッテ エラレタ キコク コウコウセイ ノ トクセイ ト ソノ カンレン ヨウイン : ゾクセイ ト カテイ オヨビ ザイセキコウ ニ ヨル サポート ト ノ カンレン カラ

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<p>The objective of this research is to quantitatively reveal characteristics high school returnees think they have obtained through overseas experience and experience following their homecoming, how the attribute of those characteristics are related to degrees of support the students receive during their stay abroad and support from school upon homecoming and their families, and how the characteristics are affected by them.</p><p>In the first part of the research, a factor analysis is carried out to learn characteristics of returnee students obtained through overseas experience. As a result, six key factors are identified; namely, “foreign language ability,” “attitude with a consciousness of an internationally-minded person,” “ability to establish interpersonal relationships,” “international knowledge and experience,” “ability to express themselves,” and “self-awareness of being Japanese.”</p><p> In the second part, differences among attributes (school year, sex, length of staying overseas, place of stay, overseas schools, and schools upon homecoming) of the subjects in the six key factors are examined. The result shows that there are no significant differences among the age and sex factors, but factors such as place of stay, length of staying overseas, overseas schools and schools upon homecoming make differences in the characteristics.</p><p>In the third part, how those characteristics are influenced by support for returnees in schools upon homecoming and support from their families is analyzed. As a result, when returnees come back to Japan at the age between around thirteen and fifteen, support from families strongly influenced the factors of foreign language ability, ability to establish interpersonal relationships, and ability to express themselves. Furthermore, in the factor of support from schools upon homecoming, notably support from high schools upon homecoming strongly influenced many of the active factors; thus, it is suggested that different degrees of support from the schools upon homecoming affect variations of the recognition of characteristics of returnees.</p>

収録刊行物

  • 異文化間教育

    異文化間教育 38 (0), 116-129, 2013-08-31

    異文化間教育学会

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