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中学時代の不登校体験から自己成長感を得るに至るプロセスの検討
https://doi.org/10.15027/53689
https://doi.org/10.15027/5368994c82450-fc2e-4411-bf32-3ca6b0eb4a31
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HPR_22_173.pdf (519.9 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-04-05 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 中学時代の不登校体験から自己成長感を得るに至るプロセスの検討 | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Examination of the process leading to the self-growth feeling from school nonattendance in junior high school | |||||||||||||
| 言語 | en | |||||||||||||
| 作成者 |
中原, 元気
× 中原, 元気
× 石田, 弓
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| アクセス権 | ||||||||||||||
| アクセス権 | open access | |||||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | school non-attendance | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | self-growth feeling | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Trajectory Equifinality Model | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述 | In this study, we define subjective experiences and positive experiences obtained through negative experiences as “self-growth feeling" and clarify the process of subjective experiences until students who have experienced school non-attendance in junior high school acquire a self-growth feeling. The study aims to explore new perspectives to give support to absentee students. Four high school students who experienced school non-attendance when they were in junior high school were interviewed. In the analysis, Trajectory Equifinality Model was used to model the subjective experience of the subjects in a format that maintained diversity and time base. Until the time they gained a self-growth feeling, the subjects had enjoyable experiences of being cherished and supported by people other than family members; the support of their mothers was the foundation, and they were aware of changes in themselves through their interactions with people around them. Therefore, we considered aspects that contributed to the self-growth feeling, including “enjoyable experiences," “experiences of being cherished," and the “awareness of changes in oneself," from the perspectives of resilience, the “broaden-and-build theory" (Fredrickson, 2004), and social impact. It was suggested that positive experiences during the period of children’s school non-attendance when they are distressed, with support from people other than family members, and continued support after re-adaptation are necessary. | |||||||||||||
| 言語 | en | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 広島大学大学院人間社会科学研究科心理学講座 | |||||||||||||
| 言語 | ja | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | Department of Psychology, Graduate School of Humanities and Social Sciences, Hiroshima University | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| 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 | |||||||||||||
| 出版タイプ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.15027/53689 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 開始ページ | ||||||||||||||
| 開始ページ | 173 | |||||||||||||
| 書誌情報 |
ja : 広島大学心理学研究 en : Hiroshima Psychological Research 号 22, p. 173-186, ページ数 14, 発行日 2023-03-31 |
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| 見出し | ||||||||||||||
| 大見出し | 論文 | |||||||||||||
| 言語 | ja | |||||||||||||
| 旧ID | 53689 | |||||||||||||
