大学生の大学受験の捉え方と自己効力感の関連

This study aimed to confirm the relationship of perceptions of university entrance examination (PUEE) with generalized self-efficacy (GSE) and career decision self-efficacy (CDSE). In a preliminary study, 143 university students completed an open-ended questionnaire, and 44 items for a PUEE scale were extracted. In the main study, 273 university students completed a questionnaire. First, five factors and 29 items for the PUEE scale were extracted. The scale’s reliability and validity were confirmed. Next, four clusters concerning PUEE and coping with university entrance examination (CUEE) were extracted: negative/balanced, positive/ passive, positive/active, meaningless. Negative/balanced were negative concerning PUEE and both active and passive concerning CUEE. Positive/passive were positive concerning PUEE and passive concerning CUEE. Positive/active were positive concerning PUEE and active concerning CUEE. Meaningless had no meaning concerning PUEE and very passive concerning CUEE. Subsequent results of analysis of variance showed group differences in GSE and some aspects of CDSE. Results of Bonferroni multiple comparisons for the four clusters’ means of GSE and CDSE were as follows. For GSE, positive/active students were significantly higher than negative/balanced and meaningless students, and positive/passive students were significantly higher than meaningless students. For self-evaluation, positive/active and positive/passive students were significantly higher than meaningless students. For goal selection, positive/active students were significantly higher than meaningless students. For planning, negative/balanced and positive/active students were significantly higher than meaningless students, and negative/ balanced students were significantly higher than positive/passive students. For autonomy in decision-making, negative/balanced and positive/passive students were significantly higher than meaningless students, and positive/active students were significantly higher than the other three types of students. These results confirm the relationship of PUEE with GSE and self-evaluation, goal selection, planning, and autonomy in decision-making of CDSE.