@article{oai:nagoya.repo.nii.ac.jp:00007747,
 author = {西野, 泰代 and NISHINO, Yasuyo},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学},
 month = {Apr},
 note = {The present study aimed to investigate the influence of teacher’s attitude on student’s internalizing problems.  Internalizing problems such as anxiety, depression and withdrawal have become considerable because the number of those problems has increased. It would be harder to find the sign of internalizing problems than of externalizing ones. A lot of studies have focused school stressors as factors of problem behaviors in adolescence. And teacher’s attitude was one of them. In some studies, however, teacher’s attitude was considered to be related to student’s good adaptation to school. Then multiple aspects of teacher’s attitude should be discussed on consideration for the effects of teacher’s attitude on student’s internalizing problems. The purpose of the first study was to make the measurement scale of teacher’s attitude toward students. First, as preliminary research, 50 high school students were asked about their images of ideal teachers. And 37 items were acquired as teacher’s attitude. Then 235 high school students in a large city participated in a questionnaire survey about teacher’s attitude. They were asked to rate the degree of likeliness of each item on a 5-point scale. Resultant findings from the first study were as follows. (1) The measurement scale of teacher’s attitude was composed of 18 items. (2) Five factors were extracted; “affinity”, “strictness”, “justice”, “capacity” and “authority”. The purpose of the second Study was to examine whether teacher’s attitude would directly influence student’ s internalizing problems or teacher’s attitude would indirectly influence student’s internalizing problems by means of self-worth. The subjects were 233 students in a public high school which was famous for high percentage of students who advanced to higher education, and 207 students in a public high school which had a lot of problems such as poor achievement, delinquent behavior and so on. They were asked to answer a questionnaire about self-worth, teacher’s attitude and internalizing problems; 5 items about self-worth (from SPPA : Harter, 1988), 18 items about teacher’s attitude which were composed in the first study, and 23 items about internalizing problems (from YSR: Achenbach, 1991; Kuramoto, Kanbayashi, Nakata, Fukui, Mukai, & Negishi, 1999).  The main results of the second study were as follows. (1) In each factor there was significant difference between two schools. (2) In one school which might have good relations between students and teachers, “affinity”, “strictness” and “authority” of teacher’s attitude directly influenced student’s internalizing problems; “affinity” and “strictness” would reduce student’s internalizing problems and “authority” would increase student’s internalizing problems. (3) In the other school which might have poor relations between students and teachers, “affinity” of teacher’s attitude directly influenced student’s self-worth, and student’s self-worth directly influenced internalizing problems; “affinity” of teacher’s attitude might indirectly influence student’s internalizing problems via self-worth.  The results of the above two studies; teacher’s attitude toward students and the influence of teacher’s attitude on student’s internalizing problems were discussed in the following., 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 = {75--83},
 title = {教師の態度が青年期の内向性の問題行動と自己価値におよぼす影響},
 volume = {53},
 year = {2006}
}