Jissen Women's University institutional repository / 実践女子大学学術機関リポジトリ
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講義による血液型性格判断に対する態度の変化 ―対面講義・オンライン講義での検討―
Get PDF本研究は講義によって血液型性格判断に対する態度が変化するかを検討することを目的とした。調査は都内女子大学において2019 年度に対面講義（n = 40, 平均年齢20.2才），2020 年度にオンデマンド講義（n = 47, 平均年齢20.1才）で実施された。参加者は授業の一環として血液型性格判断を否定する内容の講義を受講し，講義前，講義後，講義4 週間後に「血液型と性格に関連があると思うか」について4 段階で回答した。4 段階の回答を否定的態度・肯定的態度に分類し，各年度別にコクランのQ 検定を実施した。その結果，2019 年度（対面講義）は講義前から講義後にかけて有意に否定的態度の割合が増え，そのまま4 週間後も有意な変化はなかった。2020 年度（オンデマンド講義）は講義後に有意に否定的態度の割合が増えたが，4 週間後には講義前と有意差がなくなっていた。これらの結果から，講義によって講義後の態度は血液型性格判断に対して否定的に変化するが，長期的な効果は講義の形式によって異なる可能性が示唆された。また，肯定的態度の人は自身の態度の理由として一貫して個人の経験を挙げていることから，経験に対するアプローチの必要性が示唆された。今後も講義等を通して正しい情報を伝えていく必要があると考えられた。departmental bulletin pape
Reexamination of life cycle models and support for career development -Post-adulthood developmental tasks and suggestions for a modified model-
Get PDF本研究の目的は、現代社会に生きる人の生涯発達について、既存の代表的なライフサイクル理論を再考し、新たなキャリア発達支援モデルを提起することである。そこで、まず代表的な生涯発達理論であるE.H.Erikson およびD.Super のライフサイクル理論を概説し、その理論の問題点について整理した。そして、主に成人期、高齢期の各発達段階に焦点を当て、現代の社会人のキャリア発達過程の変化に影響を与えていると思われる特徴的な要因について検討した。
その結果、成人期において自己概念（アイデンティティ）を再考し、社会生活を再生していく「調節性(adjustability)」という発達課題の体験が重要であることが明らかとなった。また、高齢期においては、限りある自己の資源（経済的、時間的、身体的など）を選択的に活用し、加齢に伴う喪失による影響を最小限に抑え、適応的な社会生活を形成していく「選択性(selectivity)」という発達課題の体験が重要であるということが明らかとなった。
以上、これら既存の理論の問題点や現代人に特徴的な変化特性を包括し、既存のライフサイクル理論を改訂することを試みた。さらにこの「改訂ライフサイクル理論」に基づいて、現代の社会人に対して適合的なキャリア発達支援の在り方について検討し、新たな「人材開発と発達支援の融合モデル」を提起した。This study reexamined the typical life cycle theories on lifespan development and suggested a new career development support model for people living in the contemporary society. The typical lifespan development theories, including E. H. Erikson’s Stages of Psychological Development and D. Super’s Career Development Theory, were reviewed and their shortcomings were examined. Thereafter, developmental tasks in adulthood and old age were examined along with the factors that could influence the career development process of people living in the contemporary society. The results indicated that reconsidering identity and experiencing “adjustability,” a developmental task for reproducing social life, are essential in adulthood. On the other hand, experiencing “selectivity,” i.e., selectively utilizing one’s limited resources (finances, time, and physical resources), minimizing the influence of losses caused by aging, and forming an adaptive social life are essential in old age. Considering the past theories and the characteristics of changes among peoples today, we revised the existing life cycle theories and examined career development support methods that would be more suited to people living in the modern society. Therefore, a new model integrating human resource management and developmental support has been suggested.departmental bulletin pape
A Comparative Study of the Historical Trends and Attributes of Women’s Colleges in the US, Japan, and Korea
Get PDFThere are only a few women’s universities and 4-year colleges in developed countries. Only Japan, the US, and the Republic of Korea have above women’s higher education institutions. At present, while Japan has 75 such institutes, the US has about 30 and Korea only 7. The development and significance of women’s institutes varies widely across countries. This paper analyzes women’s higher education from a historical perspective and discusses the differences among the three countries.
In the US, colleges established by religious groups and individual citizens are not chartered by the state but historically have been accredited through mutual regional authentication, allowing many colleges to easily be established. Women’s colleges began to appear in the late 19th century, increasing to over 200 in the 1960s. Thereafter, the number rapidly shrank. Many social and religious movements and measures (Women’s Liberation, Vatican II , Title Ⅸ, etc.) of the 1960s provoked this decline in women’s colleges in the US, of which there are only about 30 at present. Contrariwise, women’s colleges in Japan and Korea were established through charters by the Ministry of Education after World War II . Japan had more than 40 women’s Senmon Gakko (higher institutes for special training) under the pre-war educational system that became women’s colleges under the new educational system. These institutes have been evaluated positively and continue to remain significant in Japan. Meanwhile, because Korea was under the control of Japan from 1910 to 1945, the establishment of higher education institutes, especially women’s educational institutes, was strictly restricted. Even after WW II, Korea facedthe crisis of the Korean War, and was then governed by military governments, which further inhibited the development of women’s colleges and higher education in the country.departmental bulletin pape
