個人属性と大学受験期の努力の程度による大学受験のとらえ方の違い

Differences in Perceptions of University Entrance Examinations by Personal Attributes and Degree of Effort during University Entrance Examinations

Horii Junpei

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

The differences in university students’ perceptions of university entrance examinations were examined using their personal attributes and degree of effort during the exams. These differences were identified using personal attributes, t-tests, and analysis of variance (ANOVA). The results of perceptions of university entrance examinations were: (1) First-year students were more positive than second-year students. (2) Students in non-teacher education courses were more negative than students in teacher education course. (3) Students with ronin experiences (i.e., students who failed their university entrance examinations and are preparing to retake them for the following year) were more negative than students with no ronin experience. (4) Students who did not enter the university of their first choice were more negative than those who entered one. (5) Students who took a general entrance exam were more negative than those who took an entrance exam by recommendation. A two-way ANOVA was performed using the following factors: year, course, and university of first choice or not. The results of perceptions of university entrance examinations showed that first-year students were more positive than second-year students in students who did not enter their first-choice university. Among these students, however, students in teacher education courses were more negative than students in non-teacher education courses. A multiple regression analysis was then performed to examine the influence of degree of effort during their university entrance examinations on perceptions of the exams. The results showed that active coping enhanced positive perceptions of university entrance examinations, while passive coping influenced negative perceptions. In conclusion, it is necessary to support students who did not enter their first-choice university and students in teacher education course who do not plan to eventually become a teacher, and to make efforts during university entrance examinations for positive perceptions of these exams after starting campus life.

perceptions of university entrance examinations

coping with university entrance examinations

personal attributes

大学受験のとらえ方

大学受験に対するコーピング

個人属性

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5546

[NCID] AA11618554