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

本研究揭示了意识结构中辍学者的两个特点，并阐述了今后研究的问题。第一个发现是，辍学者的意识特征不仅对他们的学校是消极和被动的，而且与自尊有关，自尊从根本上支持他们的态度。大多数辍学生往往自我主张较强，参加学校活动的动机较低，除此之外，他们没有为学校生活所需要的持续努力和明确的学习目的做好充分的准备。我们确认这些特点成为留在同一年级的原因，大多数辍学者在学年末离开学校。第二个发现是，辍学者在与朋友的关系和未来生活方面具有不同于普遍接受的辍学形象的特征。这些特点改变了以前人们认为在学校被动安静的学生容易辍学的印象。大多数辍学者倾向于坚持自己的观点，并承认自己对校外活动持积极态度，并有很多朋友。由于学校缺乏接受有自觉的学生的文化和氛围，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，我们从我们的调查中提取了一个新的辍学形象，但我们的形象有多普遍值得怀疑。我们或许可以通过细致的调查来解决这个问题的一部分，但我们必须重新考虑如何准确地将潜在的辍学生与其他学生区分开来。特别是为了分析他们的意识特征是如何被环境所决定的，我们需要掌握他们的学校生活的实际情况。

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.