权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The Structure of Consciousnesses of Dropouts and the Environments of Their Life

辍学者的意识结构及其生活环境

基本信息

批准号：
01450045
负责人：
KANEKO Terumoto
金额：
$ 1.41万
依托单位：
Osaka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (B)
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1991
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-01450045/
关键词：
High School Education Dropout School Culture 高校中退学校不適応

项目摘要

The study shows two features of dropouts in the structures of the consciousness and elaborates the problems of future study.The first finding is that the features of consciousness of dropouts are not only negative and passive to their schools, but are correlated to self-esteem which supports radically their attitudes. Most of dropouts tend to have strong self-assertion and have low motive to participate in school activities in addition to these, they don't prepare adequate continuous efforts and clear sense of purpose to learn which are needed as a premise in schoollife.We confirm that these features become causes of staying in the same grade and most of dropouts leave school at the end of school year.The second finding is that dropouts have the characteristics in their relations to friends and future lives, which are different from generally accepted dropout-images. These characteristics change previous images that students who are passive and quiet in school tend to dropouts. Most of dropouts tend to insist on their opinions and recognize themselves to be positive to activities which are done out of school and to have many friends.As schools are short of culture and climate for acceptance of the students who have consciousness, they tend to dropouts. The schools should consider their own education as relative.It is no exaggeration to say that we extract a new image of dropout from our survey, but it is doubtful how general our image is. We might solve some part of this problem by means of minute surveys, but have to re-consider how exactly we could differentiate potential dropouts from other students. Particularly in order to analyze how their features of consciousnesses were determined by environments, we need to grasp their actual conditions of schoollife.

研究揭示了辍学者意识结构的两个特征，并阐述了未来研究的问题。第一个发现是，辍学者的意识特征不仅对学校是消极和被动的，而且与自尊相关，自尊从根本上支持了他们的态度。大部分辍学学生的自我主张较强，参与学校活动的动机较低，结果表明，辍学学生在学习过程中缺乏足够的持续努力和明确的学习目标，这是他们在学校生活中必须具备的条件，这些特点成为他们留在同一年级的原因，大多数辍学学生在学年结束时离开学校。他们与朋友的关系和未来生活的特点，这是不同于普遍接受的辍学形象。这些特点改变了以往学生在学校里被动、安静容易辍学的形象。绝大多数的辍学学生倾向于坚持自己的观点，认为自己对校外活动持积极态度，有很多朋友，但由于学校缺乏接纳有意识学生的文化和氛围，他们往往会辍学。学校应该把自己的教育看作是相对的，毫不夸张地说，我们从调查中提炼出了一个新的辍学形象，但我们的形象有多普遍值得怀疑。我们可以通过详细的调查来解决这个问题的一部分，但必须重新考虑我们如何准确地将潜在的辍学者与其他学生区分开来。特别是要分析他们的意识特征是如何由环境决定的，就需要掌握他们的学校生活的实际情况。