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教師の叱り場面を傍観した生徒が教師に抱く信頼感 : 教師の叱りことばと傍観生徒の困り度に着目して
https://doi.org/10.15027/0002040439
https://doi.org/10.15027/00020404391b5119f2-986f-4e00-9d99-3d622b732919
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JEducSci_17_23.pdf (793 KB)
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| Item type | デフォルト(1) | |||||||||||||
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| 公開日 | 2025-04-30 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 教師の叱り場面を傍観した生徒が教師に抱く信頼感 : 教師の叱りことばと傍観生徒の困り度に着目して | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | The trust students feel in their teachers when observing the teacher admonishing other classmates: Focusing on the types of teachers' admonishing expression and the degree of annoyance bystanders felt | |||||||||||||
| 言語 | en | |||||||||||||
| 作成者 |
児玉, 真樹子
× 児玉, 真樹子
× 百武, 沙紀
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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 | |||||||||||||
| 権利情報 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 権利情報 | Copyright (c) 2025 広島大学大学院人間社会科学研究科学習開発学領域 | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | 叱りことば | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | admonishing expression | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | 困り度 | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | the degree of annoyance | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | 信頼感 | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | trust | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | 傍観者 | |||||||||||||
| 主題 | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | bystander | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | The purpose of this study was to examine how the degree of trust that bystander students who observed a teacher admonishing other classmates have in that teacher differs depending on the teacher's admonishing expression (questioning, demanding, prohibition, warning of punishment, explanation) and the level of annoyance the bystander felt toward the classmate’s behavior which was scolded. A vignette experiment was conducted. Subjects were presented with a scenario in which they were watching a teacher admonishing students for talking during class time at a junior high school, and their trust (two dimensions: non-distrust and justification) in the teacher was measured. The teacher's admonishing expression type were manipulated as a within-subject factor, and the level of annoyance was manipulated as a between-subject factor in the scenario. Data were obtained from 98 university students (46 in the high- annoyance group and 52 in the low-annoyance group). A two-factor mixed design analysis of variance was conducted with the level of annoyance and the teacher's admonishing expression type as independent variables, and the trust in the teacher as the dependent variable. As a result, main effects of the admonishing word type were found for both factors of trust; the "non-distrust" score of "questioning" was the highest among 5 types of admonishing expression, and "justification" score of "prohibition" was the highest. It was found that the way of admonishing that increases "non-distrust," which refers to not falling into a negative state of trust, is different from the way of admonishing that increases "justification," which refers to a positive state. Furthermore, because there was a significant interaction in the result of analysis of variance, it became clear that the effect of using "prohibition" admonishing expression on trust measured by "non-distrust" differed depending on the degree of annoyance. | |||||||||||||
| 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学習開発学領域 | |||||||||||||
| 言語 | ja | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | Hiroshima University Graduate School of Humanities and Social Sciences | |||||||||||||
| 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 | 10.15027/0002040439 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 1883-8200 | |||||||||||||
| 書誌情報 |
ja : 学習開発学研究 en : Journal of Learning Science 号 17, p. 23-31, ページ数 9, 発行日 2025-03 |
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