@article{oai:ishikawa-pu.repo.nii.ac.jp:00000144,
 author = {澤田, 忠幸 and SAWADA, Tadayuki},
 journal = {石川県立大学研究紀要, Bulletin of Ishikawa Prefectural University},
 month = {Mar},
 note = {本研究では、地方A 大学の1 年生135 名を対象として、初年次教育科目の授業前後で行った学生調査および学校法人河合塾と株式会社リアセックが開発したPROG（Progress Report On Generic Skills）の結果から、1 年前期終了時における汎用的技能（generic skills）の習得レベルの実態と個人差を規定する要因について検討を行った。その際、Astin（1993）のI-E-O モデルを基に、入学時点での学生の心理的特性要因、前期を通じた学生の成長指標（算出された各前期変化量）、授業経験後における習得技能（前期終了時の自己調整学習方略）の各尺度得点とPROG スコアとの関連を検討した。その結果、リテラシースコアと関連する要因は見出されなかった。一方、入学時の自己効力感の高さのみならず、前期を通じて自己効力感が高まった者、前期終了時にメタ認知的な自己調整学習方略を習得している者ほど、コンピテンシー総合スコアが高いことが明らかとなった。, Development of generic skills has recently become an issue in higher education. In this study, we examined factors to explain individual difference of the generic skills of freshmen at the end of spring semester. A progress report on generic skills （PROG） was used as a way of measuring generic skills quantitatively, and its results were linked with data obtained in a questionnaire surveys. 135 freshmen were asked to answer a series of self-report questionnaire survey at beginning of spring semester and at the end of it. PROG was carried out at the end of spring semester. Based on the Input-Environment-Output （I-E-O） model of Astin （1993）, the following hypothesis was investigated: Even when the psychological characteristics of the students at the time of admission was controlled, the growth index throughout spring semester （i.e. amount of increment of each score） and acquisition of self-adjustment learning strategy at the end of the semester would influence the individual difference of generic skills. As a result, it was found that the competency score of PROG was influenced not only by the score of self-efficacy at the time of admission but also by the increase in the self-efficacy score throughout the spring semester. It was also revealed the acquisition of the metacognitive self-regulating learning strategy at the end of the term influenced on competency score. On the other hand, unfortunately, no factor was associated with the literacy score of PROG.},
 pages = {77--85},
 title = {大学初年次教育を通じた汎用的技能の発達と個人差},
 volume = {2},
 year = {2019},
 yomi = {サワダ, タダユキ}
}