WEKO3
アイテム
女子大生の社会的・職業的役割意識の形成過程に関する研究 : 性役割タイプと自己能力評価を中心として
https://doi.org/10.18999/bulfep.29.101
https://doi.org/10.18999/bulfep.29.1019a35a351-75b4-4b65-b5fe-7dcb37e02f40
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00000726296.pdf (3.3 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2006-01-06 | |||||
| タイトル | ||||||
| タイトル | 女子大生の社会的・職業的役割意識の形成過程に関する研究 : 性役割タイプと自己能力評価を中心として | |||||
| 言語 | ja | |||||
| その他のタイトル | ||||||
| その他のタイトル | A STUDY ON THE PROCESS OF FORMING SOCIAL AND OCCUPATIONAL ROLE ATTITUDES AMONG THE FEMALE COLLEGE STUDENTS : Influences of sex-role types and self-evaluated competence on the process | |||||
| 言語 | en | |||||
| 著者 |
鹿内, 啓子
× 鹿内, 啓子× SHIKANAI, Keiko× 後藤, 宗理× GOTO, Motomichi× 若林, 満× WAKABAYASHI, Mitsuru |
|||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The present study is designed to examine the following two questions. (1) How do the sex-role types classified by using masculinity-femininity scales relate to student's attitudes toward the self, occupation, the college life, and female roles in the society? (2) What is the effect of differences in self-evaluated competence among female students upon the quality of their college lives and occupational orientations? To answer the above questions three different lines of research efforts were pursued. First, a masculinity scale and a femininity scale were constructed independently for the purpose of classifying subjects into one of the following four sex-role types: androgynous, masculine, feminine, and undifferentiated. Second, validity of sex-role types was examined by demonstrating differential levels of psychological adaptability to the college life, occupational self image, job orientations, and the like among the four types of female college students. Third, student's self-evaluation of one's competence was measured to determine its relations with the choice of college, attitudes toward college environment, activities in student roles, job orientation, and the occupational choice. For the above analyses self-evaluated competence, in addition to the sex-role type, is assumed to be one of the most important determining factors of the occupational socialization within the College. Subjects consisted of 378 female junior college students derived from professionally oriented course (nurse and kindergartener, n = 204) and nonprofessional humanity courses (n = 174). They were asked to respond to two sets of questionnaires that were administered at approximately one month interval, in December, 1981 and January, 1982. The first part of questionnaires contained 7 instruments; (1) student self-image included 31 adjective pairs arranged with a semantic differential format, (2) satisfaction with college life used 6 items based on a 7-point scale, (3) self-evaluated competence contained 8 different abilities to be evaluated by each student by using 5-point scales, (4) student role activities were measured in terms of time and effort spent by each student in 20 different dimensions based on a 7-point scale, (5) occupational orientation presented 10 different occupational goals from which students were asked to choose three most important ones, and students estimated the utility of college for achieving these goals, (6) career choice as one's willingness to pursue career life and the choice of occupation, and (7) reasons for choosing a college that were measured by using 12 items based on a 5-point scale. The second part of questionnaires contained three instruments; (1) social-role attitude included 31 statements regarding roles of women in the society and subjects rated each one by using 7-point scales, (2) a sex-role type instrument included 62 adjective scales along which student's self-image was rated based on a 7-point scale, and (3) identification with the college included three items regarding the student's liking of the college. A series of factor analyses were performed for those instruments with complex dimensions. Then, items contributing to each factor were combined into a composite scale. Results of the major analyses are summarized as follows. (1) Both separate adjective scales and combined semantic differential scales produced 4 orthogonal factors that were labelled as potency, affinity, outgoingness, and delicacy factors, respectively. (2) Masculinity and femininity scales were developed by selecting sets of stereotyped masculine and feminine adjectives, which were proved to be mutually uncorrelated. Then, by combining masculinity and femininity dimensions the following 4 sex-role types were created: high masculine - high feminine type (MF or androgynous type), high masculine - low feminine type (Mf or masculine type), low masculine - high feminine type (mF or feminine type), and low masculine - low feminine type (mf or undifferentiated type). Comparison among four groups produced two interesting results. (a) MF type students showed as achieving the highest scores on self-evaluated competence followed by Mf and mF group students, while the undifferentiated mf type students scored the lowest on this scale. The same pattern of results was found on scales for student role activities and identification with the college. (b) The Mf type students were found supporting most strongly liberalized women's roles in the society, work-centered occupational goals, and willingness to continue one's occupation, while the mF type students were the lowest in supporting them. These results suggested that the masculinity dimension in the female students' self-image was providing most strong driving forces for developing their positive attitudes toward social as well as occupational roles. (3) The impact of self-evaluated competence and the type of education upon major variables on the process of occupational socialization (i.e., choice of the college, student role activities, occupational orientation and choice, etc.) were analyzed on the basis of a 2 x 2 ANOVA design. For this analysis 156 students were randomly selected, and were assigned to one of the four subgroups constructed by combining the educational course factor (professional vs. nonprofessional) with the competence factor (high vs. low) in a balanced proportion. The ANOVA results demonstrated that professional course students tended to choose the college by considering their future career plans more heavily than their nonprofessional colleagues. Moreover, professional course students showed more positive attitudes toward their future occupational lives, and stronger confidence in their educational institution as a means of attaining career goals, compared to the nonprofessional course students. On the other hand, students with high self-evaluated competence tended to show significantly high self-image scores in potency, affinity, and outgoingness factors, and to show significantly strong satisfaction with the college and active involvement in their student roles, compared to those with low self-evaluated competence. Professional course students with high self-evaluated competence exhibited the stronger perceived utility of the college compared to the other group students, thus making the course-by-competence interaction effect statistically significant at the p<.05 level. Finally, sex-role types and self-evaluated competence demonstrated strong association between the two; 53.2% of high competence students were classified as MFs and 63.6% low competence students as mfs. The above results provided evidence to support preceding studies on sex-role types. Moreover, our findings indicated differential functions among sex-role types. That is, the androgynous (MF) type is more specialized in general adaptability areas, while the masculine (Mf) type is in occupational choice areas. Equally important is the fact that self-evaluated competence that denotes self-esteem on one's work-related abilities tends to play most powerful roles in promoting occupational socialization of female college students. | |||||
| 言語 | en | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 国立情報学研究所で電子化したコンテンツを使用している。 | |||||
| 言語 | ja | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学教育学部 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/bulfep.29.101 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 03874796 | |||||
| 書誌情報 |
ja : 名古屋大學教育學部紀要. 教育心理学科 巻 29, p. 101-136, 発行日 1982-12-28 |
|||||
| フォーマット | ||||||
| 値 | application/pdf | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| URI | ||||||
| 識別子 | http://hdl.handle.net/2237/3613 | |||||
| 識別子タイプ | HDL | |||||
