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学校給食に関する心理学的研究-実施形態とコンピテンスとの関連

学校午餐的心理学研究——实施与能力之间的关系

基本信息

批准号：
05610093
负责人：
藤崎眞知代
金额：
$ 0.51万
依托单位：
Gunma University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1993
资助国家：
日本
起止时间：
1993 至无数据
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05610093/
关键词：
学校給食コンピテンス食コンピテンス社会的比較

项目摘要

(1)食事と給食についての測定尺度の作成:食事・給食の心理学的効果を測定するため「食事と給食についての調査」尺度を作成した。食事習慣(6項目)、食べることの興味・関心(8項目)、食事らしい食事(5項目)、食事らしい内容(7項目)、食事らしい機能・手順(食事スクリプト)である。給食に関しては、給食らしい給食(4項目)、給食らしい内容(6項目)、給食らしい機能・手順(給食スクリプト)、給食についての考え(8項目)、給食のイメージ(10項目)であり、いずれも4段階評定である。また、給食が児童・生徒の心理面への影響を測定するため、学校生活における社会的比較の様態、即ち他者との比較頻度、比較対象、比較理由に関して複数選択、自己意識に関してHarterの児童・生徒用コンピテンス尺度(9項目を選択)から構成されている。(2)指定校・標準校との比較、及び学年変化の検討:前述の「食事と給食についての調査」を平成5年度研究指定校、標準校、及び昨年度以前の研究指定校の小学5・6年生、中学1・2年生に実施した。その結果、(1)一人食べのような食行動は見られない、(2)今年度指定校と標準校との差も見られない、(2)学年差よりも性差が食事への関心等に見られる、(3)食事・給食スクリプトには学校差、学年差は見られない、(4)給食による自己意識(社会的比較、コンピテンス)への影響は明確ではない、(3)昨年度以前の研究指定校では継続的実践による効果が見られる、等が明らかにされた。(3)学校給食の実践内容の分析:今年度研究指定校の実践内容を検討するため、数校の給食場面を観察し映像記録に収めたほか、児童・生徒、及び教師に聞き取り調査を実施した。その結果、(1)様々な工夫を各地域、家庭との連携によって実施している、(2)児童・生徒も給食の実践に関心を持ち、各クラス・学年で独自の企画を実践している、(3)仲間間、児童・生徒と教師間の交渉が活発である、等が明らかにされた。

(1)The measurement scale of food and service: the measurement of psychological effects of food and service Eating habits (6 items), eating habits (8 items), eating habits (5 items), eating habits (7 items), eating habits (8 items), eating habits (7 items Meals are served in 4 categories, Meals served in 4 categories, Meals served in 6 categories, Meals served in 4 categories, Meals served in 4 categories, Meals served in To determine the psychological impact of food supply on children and students, to compare social behavior in school life, i.e., the frequency of comparison between others, the object of comparison, the reason for comparison, the multiple choices, the self-consciousness, and Harter's children and students 'social scale (9 items). (2)Comparison between designated schools and standard schools, and review of changes in school years: The aforementioned "Food and Food Survey" was conducted in the designated schools, standard schools, and designated schools prior to the previous year. Results: (1) One person's eating behavior is opposite to the school,(2) This year's designated school is opposite to the standard school,(2) School year difference is opposite to the sex difference is opposite to the food behavior is opposite to the school, School year difference is opposite to the food behavior is opposite to the food behavior is opposite to the school,(3) Food behavior is opposite to the school, School year difference is opposite to the food behavior is opposite to the food behavior,(4) Food behavior is opposite to the food behavior is opposite to the school, School year difference is opposite to the food behavior,(2) This year's designated school is opposite to the standard school,(2) School year difference is opposite to the sex difference is opposite to the food behavior is opposite to the food behavior is opposite to the school,(3) Food behavior is opposite to the school difference is opposite to the school, School year difference is opposite to the food behavior,(4) Food behavior is opposite to the food behavior is opposite to the (3) The results of the implementation of the designated schools for research prior to the previous year have been clearly identified. (3)Analysis of school feeding practices: This year's study identified school feeding practices to be investigated, and several school feeding scenarios to be observed, and records to be collected, children, students, and teachers to be investigated The results are as follows: (1) the time spent in various regions, families, and communication is implemented;(2) the care for children and students in the implementation of meals is maintained; and (3) the communication between children and students and teachers is implemented; and (4) the time spent in various regions, families, and communication is implemented; and (5) the time spent in various regions, families, and communication is implemented.