Comparative Analysis of College Students based on Affective and Cognitive Assessment

自2003年以来，山田和她的研究人员一直在开发一项学生调查，重点是学生情感、行为和参与度方面的发展模式。2004年，经HERI批准，编制了日文版大学生问卷，并对14所高校的1329名大学生进行了试点调查。现在，我们想展示一下这项调查的部分结果。高校的特点是如此多样化，从高选择性的研究型大学到低选择性的大学。根据学生的满意度，我们将学生分为四种类型，(1)非常积极的学生，(2)相对积极的学生，(3)相对消极的学生和(4)消极的学生。在任何类型的高校中都可以观察到一定比例的负向学生。在大学学习投入方面，积极的(包括非常积极的和积极的)学生和消极的(包括相对消极的a…)之间存在着很大的差距然后，让我展示一下认知学习的结果。我们提出了17个问题，问你从大学一年级开始，你的知识和技能是如何提高的。因素加载后得到四个因素：(1)经典类型的文科知识，(2)新型的文科知识，(3)新的实践知识和技能，(4)跨文化/多元文化素养。我们对院校和学生类型进行了比较。研究结果可概括如下。在精挑细选的大学里，学生并不一定获得经典类型的文科知识和新型的文科知识。中等规模高校的学生在这两类文科方面获得的知识更多。在文化间/多文化识字方面，私立大学的学生获得最多。高年级学生比低年级学生倾向于获得更多的文科经典类型和新型文科知识以及新的实践知识和技能。可以说，这对大学环境产生了一定的影响。在学生类型上，积极的学生在各方面的得分都高于消极的学生。因此，根据我们2004年的JCS调查，大学影响往往对日本大学中积极的学生比消极的学生产生更多的影响。今年，为了提高机构间的可靠性和可变性，我们计划在控制机构类型后，对更大样本的机构实行更仔细审查的联合调查制度。较少

Yamada and her research fellows have been developing a student survey emphasizing the development model of affective, behavioral and engagement aspects of students since 2003. In 2004, with approval of HERI, we developed Japanese version of college student survey and conducted the pilot survey for 1329 students of 14 colleges and universities. Now, we would like to show parts of the results of this survey.Characteristics of colleges and universities were so diversified, from highly selective research universities to less selective universities. Based on the degree of students' satisfaction, we categorized students into four types, (1)very positive, (2) relatively positive, (3)relatively negative and (4)negative students. A certain portion of negative students can be observed in any type of colleges and universities. Regarding college engagement in learning, there was a big gap between positive (including very positive and positive) students and negative (including relatively negative a … More nd negative) students.Then, let me show the results of cognitive learning outcome. We made 17 questions asking how you have improved your knowledge and skills since your first year of college. After factor loading, we obtained four factors such as (1) classic type of liberal arts knowledge, (2) new type of liberal arts knowledge, (3) new practical knowledge and skills, (4) intercultural/multicultural literacy. We made comparison between institutions and types of student. The results can be summarized as follows. Students in highly selective colleges did not necessarily acquire classic type of liberal arts and new type of liberal arts knowledge. Students in middle size colleges and universities obtained more knowledge in these two types of liberal arts. Regarding intercultural/multicultural literacy, students in private universities obtained most. Upper division students tended to obtain more classic type of liberal arts and new type of liberal arts knowledge and new practical knowledge and skills than lower division students. It can be said that there is a certain impact in college environment. In terms of types of student, positive students obtain more in every factor than negative students do. Thus, college impact tends to effect on more positive students than negative students in Japanese colleges and universities based on our 2004 JCSS survey. This year, in order to heighten the reliability and variability between institutions, we plan to practice more closely examined JSSS for larger samples of institutions after controlling types of institutions. Less