WEKO3
アイテム
保育者効力感に及ぼす一般性自己効力感と学業ストレス対処方略の影響 : 保育専攻短大生における学年差の検討
https://doi.org/10.60171/00003121
https://doi.org/10.60171/0000312173b97f5e-b7d0-4b71-a39a-bfa29bf9aa8e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
48-6.pdf (1.0 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-15 | |||||||||
| タイトル | ||||||||||
| タイトル | 保育者効力感に及ぼす一般性自己効力感と学業ストレス対処方略の影響 : 保育専攻短大生における学年差の検討 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Effects of Generalized Self-efficacy and Coping Strategies to Academic Stressors on Preschool Teacher Efficacy : School Year Based Differences in Junior College Early Childhood Education Majors | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 保育者効力感 = preschool teacher efficacy | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 一般性自己効力感 = generalized self-efficacy | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 学業ストレス対処方略 = coping strategies to academic stressors | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 保育専攻短大生 = junior college students majoring in early childhood education | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.60171/00003121 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
田頭, 伸子
× 田頭, 伸子
× Tagashira, Nobuko
|
|||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Effects of generalized self-efficacy and strategies for coping with academic stressors on preschool teacher efficacy of junior college students studying early childhood education were investigated. A previous study (Tagashira, 2012) conducted with childcare workers indicated that preschool teacher efficacy comprised of a two-factor structure. In the present study, first, differences in the factor structure of preschool teacher efficacy of junior college students studying early childhood education was investigated based on the school year. Results indicated that first-year students’ preschool teacher efficacy had a one-factor structure, whereas that of second-year students had a two-factor structure, which was slightly different from the factor structure of childcare workers. It is suggested that preschool teacher efficacy changes depending on learning content at junior colleges, and practical experiences. Next, covariance structure analysis was conducted on the effects of preschool teacher efficacy on generalized self-efficacy and strategies for coping with academic stressors. The results shown in the path diagram below indicated that in both first and secondyear students, strategies for coping with academic stressors affected generalized self-efficacy, and preschool teacher efficacy. Among factors of Coping Strategies to Academic Stressors Scale, especially “problem solving strategies” increased preschool teacher efficacy. Moreover, among factors of Generalized Self-Efficacy Scale, especially “positive behaviors” increased preschool teacher efficacy. The above results suggest the need for students to develop problem solving strategies and to increase their generalized self-efficacy in order to increase preschool teacher efficacy. |
|||||||||
| 書誌情報 |
広島文化学園短期大学紀要 巻 48, p. 49-55, 発行日 2015-12-28 |
|||||||||
| 出版者 | ||||||||||
| 出版者 | 広島文化学園短期大学 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 18846769 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12454339 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
