ソーシャルサポートが教員養成課程に所属する教職志向の低い大学生の学校適応感に及ぼす影響 <研究論文>

The purpose of this research was to examine the relationships between social supports and school adjustments of the teacher training course students who had low intention to become a teacher at the beginning of the first semester. A questionnaire was distributed for 248 university students belonging to a teacher training course. Students who had high intention to become a teacher were classified into positive teaching profession intention group, and students who had low intention to become a teacher were classified into negative teaching profession intention group. Multiple regression analyses between social supports and school adjustments were separately performed in each group. The results showed that social supports which raise school adjustment by both groups were the same. However, some social supports such as "the information dissemination about a course" from friends and "acceptance" from teachers had negative associations on school adjustment in negative teaching profession intention group. It was suggested that these social supports may restrain school adjustment.