大学受験のとらえ方のタイプによるキャリア選択自己効力感の差異 : 教員養成系大学と非教員養成系大学に所属する大学生を対象として

Differences in Career Decision Self-Efficacy by the Type of Personal Perceptions of University Entrance Examinations: Students in a teacher versus non-teacher education university

堀井 順平

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study examined students’ career decision self-efficacy (CDSE) as a function of their perceptions of university entrance examinations. Questionnaires were delivered to students enrolled in a teacher education university (n=259) and to students enrolled in a non-teacher education university (n=246). Subsequent analysis of the resulting data generated four thematic clusters from students enrolled in a teacher education university:“ positive,” “ conflict,” “neglect of university entrance examinations,” and “negative.” Three thematic clusters were extracted from the data for students enrolled in a non-teacher education university:“ neglect of university entrance examinations,” “ negative,” and“ positive.” Next, an analysis of variance was conducted using these clusters as independent variables and the following five factors relevant to CDSE as dependent variables: “self-appraisal,” “goal-selecting,” “planning,” “information-gathering,” “ autonomy in decision-making.” The results showed that students from both types of university who fit into the “positive” cluster scored higher than those in other clusters for “autonomy in decision-making.” However, students in the “negative” cluster who enrolled in a teacher education university, and students in the“ neglect of university entrance examinations” who enrolled in a non-teacher education university, scored lower than those in the “positive” clusters for “goal-selecting” and “planning.” Moreover, students in the “conflict” cluster (i.e., from a teacher education university) scored lower than those in the“ positive” cluster for“ self-appraisal." These results suggest an important connection between students’ perceptions of university entrance examinations and their career development. More specifically, a more positive perception of the examinations seems to correlate with better outcomes in key factors relating to career development.

Perceptions of University Entrance Examinations

Career Decision Self-Efficacy

大学受験のとらえ方

キャリア選択自己効力感

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086