University students assess their classrooms : An application of the Japanese version of CUCEI (the College and University Classroom Environment Inventory)

我们编制了日本版的大学课堂环境量表CUCEI（学院和大学课堂环境量表），这是一种大学课堂环境的测量工具，并将其应用于讲座型大学课堂。采用的量表分别为：关系域的“参与（学生参与课堂活动）”和“满意度（课堂享受）”，个人发展域的“任务导向（清晰而有组织的学习目标）”，系统维护与变更域的“创新（设计新的教与学活动）”。2003年有10个教学班和17个英语教学班使用了该量表，2004年有13个教学班使用该量表。在2004年的调查中，增加了符合Roger Barker“生态心理学”中“行为设置”所需条件的20个项目，分别是“时空边界”、“行为对象的使用”、“行为程序”和“设置满意度”。CUCEI量表的信度系数在个体和课堂水平上进行了计算。各量表在课堂层面均表现出较高的信度。采用个体和课堂平均数据对CUCEI和“行为设置”项目进行因子分析。在这两种情况下，“满意度”和“任务导向”，“投入”和“创新”都没有分开。它们是两个独立的因素。以任务为导向的班级往往有更高的满意度，创新班级也有更高的参与度。从“行为设置”项目中提取的因素虽然支持上述CUCEI因素，但也包含了“设置操作”和“反偏差”因素。这些因素阐明了课堂环境动态方面的重要性。

We prepared the Japanese version of the CUCEI(the College and University Classroom Environment Inventory) that was a measurement instrument for university classroom environments, and applied it to lecture-type university classes. The scales adopted were "Involvement (students' participation in classroom activities)" and "Satisfaction (enjoyment in a classroom)" in the Relationship domain, "Task Orientation (clear and organized learning goals)" in the Personal Development domain, and "Innovation (devising new teaching-learning activities)" in the System Maintenance and Change domain.The scales were applied to 10 lecture-type classes and 17 English classes in 2003,and 13 lecture-type classes in 2004. In the 2004 year survey, 20 items in accordance with the required conditions of "Behavior Setting" in Roger Barker's "Ecological Psychology" were added, which were "temporal and spatial boundaries," "use of behavior objects," "behavior program," and "satisfaction from setting."Reliability coefficients of CUCEI scales were calculated at both individual and classroom levels. Every scale showed high reliability at the classroom level. The items of CUCEI and "Behavior Setting" were factor-analyzed, using the individual and the classroom mean data. In both cases, neither "Satisfaction" and "Task Orientation," nor "Involvement" and "Innovation" were separated. They appeared as two independent factors. Task-oriented classes tend to have higher satisfaction, and so do innovating classes higher involvement. Though the factors extracted from "Behavior Setting" items supported the above CUCEI factors, but they also included the factors of "setting operation" and "deviation countering." These factors clarify the importance of dynamic aspects of classroom environment.