@article{oai:nagoya.repo.nii.ac.jp:00002544,
 author = {速水, 敏彦 and Hayamizu, Toshihiko and 西田, 保 and Nishida, Tamotsu and 坂柳, 恒夫 and Sakayanagi, Tsuneo},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {So far we have investigated the realities of self-growth motivation of Japanese adolescents. Self-growth motivation was assumed to consist of three domains : mental ability, character and physical fitness. In the present study, we had the questions as follows. To what extent do adolescents perceive to accept adults' support for self-growth motivation? Does the strength of their perceived supports actually reflect on increasing their self-growth motivation? In order to examine these questions, first of all, it was conceptualized that there were two kinds of support : informational and affective supports, and that such supports were given adolescents by three significant persons who were the agents of socialization : teacher, father and mother. Based on this conceptualization, a new scale to measure student's perception of adults' support for self-growth motivation were constructed. As well as self-growth motivation, the support for self-growth motivation consisted of three domains. Ten items were included in each subcale to measure one kind of support from a significant person in a domain. Not only this scale but also the scale measuring self-growth motivation were administered to 492 junior high school students (in grades 7 through 9) at the same time. They were asked to rate on four-point scales. Main results were follows : (1) Seventh graders perceived to accept more support for self-growth motivation than did any other graders; (2) Students perceived to be supported greatly for self-growth motivation of mental ability from every agents whereas they did to be supported feebly for self-growth motivation of character and physical fitness; (3) In the domain of mental ability, informational support from teachers was perceived to be more dominant comparing with affective support; (4) Most of all the correlations between students' self-growth motivation and their perceived support for it were significantly positive; (5) Although students' perceptions of support from their fathers were generally weak, the relationships between those and students' self-growth motivation were more closely than we expected., 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。},
 pages = {195--208},
 title = {自己成長力への働きかけに関する研究},
 volume = {42},
 year = {1995}
}