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

我们编制了作为大学课堂环境测量工具的日语版CUCEI(学院和大学课堂环境调查)，并将其应用于讲授型大学课堂。所采用的量表是关系领域的“参与(学生参与课堂活动)”和“满意(在课堂上的享受)”，个人发展领域的“任务导向(明确和有组织的学习目标)”，以及系统维护和改变领域的“创新(设计新的教与学活动)”。2003年对10个授课型班级和17个英语班级应用了量表，2004年应用于13个授课型班级。在2004年的调查中，根据罗杰·巴克的《生态心理学》中关于行为设置的要求，增加了20个项目，分别是时间和空间界限、行为对象的使用、行为程序和对设置的满意度，并计算了CUCEI量表在个人和课堂层面的信度系数。每一个量表在课堂层面都显示出很高的信度。使用个人和课堂平均数据，对CUCEI和“行为设置”两个条目进行因子分析。在这两种情况下，“满意”和“任务导向”，或“参与”和“创新”都没有分开。它们似乎是两个独立的因素。任务型班级往往有更高的满意度，创新班级的参与度也更高。从“行为设置”项目中提取的因素虽然支持上述CUCEI因素，但也包括“设置操作”和“偏差对抗”两个因素。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.