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急速な社会のグローバル化の中で、地球市民性をどのように育むかは教育現場や教員養成においても重要な課題の一つである。その中で異文化理解、異文化間コミュニケーション等に関わる能力、知識、態度等は、多文化共生社会を生き抜くために必要な資質の一つと考えられる。そこで本研究ではこれらの要素の中で、異文化に関する基本的事項の捉え方(異文化知識)、及び、異文化接触や自分と異なる文化背景をもつ人等に対してどのような考え方をもっているか(異文化意識)に焦点を当て、学部1・2年生を対象とした調査（5件法）を実施した。その結果、（1）学生は異文化についての基礎的事項の捉え方は概ね適切であるということ、（2）異文化を受容しようとする柔軟性や多様な価値観を備えていること、異文化理解は必要ない等の望ましくない考えは持っていないこと等の傾向が明らかになった。この傾向は、学生の専攻(学系)によりほとんど差異は見られなかった。さらに探索的因子分析の結果、（3）学生の異文化意識を構成する要素として、「文化の多様性」「文化の特有性」「保守的思想」「自己中心性」の４因子が特定された。そして、難易度を上げた調査や調査方法の精緻化、上級学年の傾向、学生の経歴等の影響等、今後の多くの検討課題が提示された。, In the rapid globalization of society, how to foster global citizenship is one of the important issues in the field of education and teacher training. Among them, the abilities, knowledge, attitudes, etc. related to intercultural understanding and intercultural communication (called intercultural competence) are considered to be one of the qualities necessary for surviving in a multicultural society. Therefore, in this research, we will explore the awareness of cross-cultural competence among students in the teacher training course. The theoretical foundations of this study are Byram’s (1997) Model of Intercultural Communicative Competence, the Model of Competences for Democratic Culture presented by the Council of Europe in the framework of the RFCDC (Reference Framework of Competences for Democratic Culture), and, FREPA (Framework of Reference for Pluralistic Approaches to Languages and Cultures) constructed by the European Center for Modern Languages (2010). This present knowledge, attitudes, and thinking skills as the central components of intercultural competence. Under these principles, we focus on basic knowledge about different cultures (“cross-cultural knowledge”) and awareness of cross-cultural understanding and contact with other cultures (“cross-cultural awareness”). We investigated how they self-evaluate their abilities. As a result, it was found that students are able to make appropriate judgments about the basics of different cultures, have diverse values, have the flexibility to accept different cultures, and have diverse values. Furthermore, there was a tendency not to have undesirable ideas such as that one’s own culture is the best or that understanding other cultures is not necessary. Through exploratory factor analysis, four factors, “cultural diversity,” “cultural peculiarities,” “conservative thought,” and “self-centeredness,” were identified as elements that make up students’ cross-cultural awareness. These are just the beginnings of a student’s cross-cultural competencies and require further investigation.

大学生334人を対象にファストファッション消費行動についてアンケート調査を行った。衣生活領域に関する技術習得度を問うと、既習事項である汚れた衣服の手入れや生地素材による使い分けができない者が多かった。技術習得度が低い者は衣服やサスティナブルファッションへの関心が有意に低く、破れた衣服を修理できずに、燃えるゴミとして処分する傾向が見られた。このような背景が、安価なファストファッションの消費につながっていると予想された。家庭科の学びを振り返り、技能技術の定着や自らの衣生活を見直す機会が必要である。, A questionnaire survey on the behavior of fast fashion consumption was administered to 334 undergraduate students. Regarding their skill acquisition level in learning about the clothing lifecycle, many could not master preliminaries, such as how to care for dirty clothes and how to use clothing materials. Those with lower skill acquisition were significantly less interested in sustainable fashion, tending to dispose of damaged clothing as burnable garbage without attempting any repair. This behavior was expected to lead to students consuming cheap fast fashion. Students need opportunities to reflect on home economics learning, establish skills and techniques, and review their clothing habits.

進路選択に関する意志決定の効力を表す概念に，進路選択セルフ・エフィカシー（CDMSE）がある。本稿では，大学生のCDMSEを高めるのに，キャリアモデルが有効であるかについて議論する。そのことを議論するために，A大学の学生を対象にした質問紙法によるパネル調査を実施した。調査の結果，（1）大学生においても，キャリアモデルを持つ者のCDMSE は，キャリアモデルを持たない学生と比較し，高い傾向にあることが示された。（2）キャリアモデルには，大学生のCDMSEを高める効果があることが示された。以上のことから，キャリアモデルは，学生のCDMSEを高めるのに有効であることが示された。, Career decision-making self-efficacy (CDMSE) is a concept that expresses a degree of self-confidence in career decision-making. This study suggests that “career model” (career role model) is an important factor in increasing CDMSE of undergraduate students. In this study, data collected through a panel survey were analyzed with two-way ANOVA with replication. The results indicated the following: (1) the CDMSE of the students with career models tends to be higher than the CDMSE of the students without the models, (2) Career models have the effect of enhancing the students’ CDMSE.

現在の食生活では「孤食」化が進み，食事だけでなく世の中には「お一人様～」や「一人◯◯」が流行している。しかし，食育の観点から見ると，家族での団欒が子どもの周辺から消える（減少する）ことは，望ましいことではない。本研究では，次世代の親となる大学生を対象に，孤食（一人で食事），友食（友人と食事），共食（家族で食事）の３つの食事形態について，どのようなイメージを持っているかを検討した（研究１）。また，共食の効果に関する教材（動画を含むプレゼンテーション資料）を作成し，視聴させることによる効果を検討した（研究２）。その結果、共食教材の視聴により，家族と一緒（共食），友達と一緒に食事（友食）をする志向が高まり，一人で食事（孤食）をする志向が低下し，教材の効果が確認された。

本研究の第一の目的は，大学生を対象とし，ひきこもりとその家族に対する印象を調査することであった。６ ヶ月以上のひきこもり状態を維持している当事者に対する印象は「部屋でゲームをしている」などおおよそ実態に合ったものであったが，「他者との交流を積極的に避けている」という偏った印象が認められた。また，家族はひきこもっている子どもに「無関心」であったり，「過干渉」であるという印象を持っていた。次に，第二の目的として，ひきこもりと認める期間と性によるひきこもりの印象の違いについて検討したところ，以下の結果が得られた。ひきこもりについて，男性は「ゲームをしている」「昼夜逆転している」という顕在的行動に，女性は「コミュニケーションが苦手」「不安が強い」など認知や感情面に着目する傾向が認められた。また，女性は男性より，ひきこもりと認める期間が短い人の割合が多かった。さらに，男性の中でひきこもりと認める期間が６ヶ月未満の人は，ひきこもりから「ニート」や「社会不適合者」など，ネガティブな印象を抱いていた。これらのことから，全般的に女性は男性よりひきこもり状態の心理的側面に着目しやすく，ひきこもり当事者が対人交流を求めている場合にはソーシャルサポートの提供者として期待できることが示唆された。, The primary purpose of this study was to investigate the impression of hikikomori and their families in undergraduate students. The impression of hikikomori maintaining the withdrawal state for more than 6 months approximately matched the actual condition such as “playing a game in the room”, and a biased impression “they avoid others actively” was recognized. Moreover, they had an impression that families were “indifferent to their children”, or “overly interference”.As a second purpose, examining the difference in impression between period for which it is deemed as hikikomori and sex, the following results were obtained. Regarding hikikomori, men tended to pay attention to visible behavior such as“playing games”and “day and night are reversing”, women pay attention to their cognitive and emotion such as“weak communication”and“anxiety”. In addition, there were a lot of women who had shorter periods for which it is regarded as hikikomori than men. This study shows that women are more likely to pay attention to the mental conditions of hikikomori than men. If people with this condition are seeking interpersonal exchanges, women can be expected as providers of social support.

This study focuses on the contribution that job-hunting makes to the development of youths and adolescents, and reviews research on the growth of undergraduate students in Japan through activities related to job-hunting, reports on trends, and investigates future tasks and challenges. A literature search revealed that there are four characteristics concerning growth resulting from job-hunting. (1) the growth related to the self (better self-understanding, self-acceptance and clearer self-image, self-identification, self-management and task execution skills, and increased motivation, better attitude and more confidence); growth related to interpersonal relations; and growth related to society and occupations; (2) the sense of growth differed according to the content and intensity of job-hunting, and the degree of satisfaction with its outcome; (3) growth through job-hunting motivated the students, before joining a company, to prepare psychologically to embark on their careers and to enrich their university lives; these forms of growth also added to their adaptability and confidence after joining the company; and (4) a sense of self-efficacy was influential as a determinant of growth. This study, which also discusses future tasks and challenges, confirms that job-hunting, although ostensibly focused on career development, promotes broader growth and development of young people.

資料, 本研究の目的は、青年が家族をどのように認知するのかを明らかにし、認知内容における男女の相違を検討することである。大学生236 名(男性95 名、女性141名)に20 答法を実施して、得られた家族に関する記述に計量テキスト分析を行った。認知内容の構成要素として得られた13 個のコードと男女の回答の関連を探索するために対応分析を行った結果、男子の回答は「本人」、「社会的背景」、「経済力」、「社交」と関連が強いのに対して、女子の回答は「関係性」、「家族」、「身体的特徴」、「日常生活」、「価値観」、「出生」、「コミュニケーション」と関連が強いことが示された。「性格」と「娯楽」に関しては男女差がみられなかった。以上の結果から、男子が社会的に決定される家族の側面をよく認知し、自分自身を意識するのに対して、女子は家族内で決定される家族の側面をよく認知し、家族成員や家族全体を意識することが示唆された。, The purpose of this study was to clarify how youths perceive their families and to examine whether there are differences between men and women in contents that they perceive their families. The Twenty Statement Test was administered to undergraduate students (95 men and 141 women) to measure how they perceive their family, and quantitative context analysis of the responses was conducted. Correspondence analysis was applied to clarify the relation between responses written by men and women and 13 codes that compose the perceived content about family, and it is indicated that men’s responses associate with “self”, “social background”, “wealth”, “social life” and women’s responses associate with “family”, “relationship”, “physical characteristic”, “daily life”, “values”, “birth”,communication” and that “characteristic” and “recreation” associate with both sex’s responses. From the above results, the following two things are implied. One is that men perceive the family aspect defined in society and they are particularly aware of themselves. The other is that women perceive the family aspect defined in their family and they are particularly aware of family members or the whole family.

授業における規範逸脱行動の規定因について，自分および他者の規範意識等に着目しつつ縦断的に検討した。大学生を対象に質問紙調査を実施し，自分および他者の規範意識と逸脱頻度，行動基準，適応感等を測定した。10月には240名分，12月には10月の回答者との対照が可能な123名分の有効回答を得た。分析の結果，自分の規範意識や行動基準，他者の逸脱頻度が，自分の逸脱頻度を規定している可能性が示された。ただし，10月における他者の逸脱頻度と12月における逸脱頻度との関連は限定的なものであった。また，他者の規範意識（「推測」「実際」双方）には顕著な影響は見られなかった。さらに，自分の逸脱頻度は，「学業に対する適応感」には負，「対人関係に対する適応感」には正の影響を及ぼすことが示唆された。一方，他者の逸脱頻度は，10月と12月の「学業に対する適応感」にのみ弱い負の関連が示され，徐々に否定的な影響を及ぼす可能性が考えられた。

本研究では，質問紙調査により日中大学生の化粧意識と化粧行動の実態を調べ，さらに化粧意識と化粧行動との関連を検討した。155名の日本人大学生と154名の中国人大学生を対象として，化粧意識の３因子（「魅力向上・気分高揚」，「身だしなみ・必需品」，「効果不安」）と16項目の化粧行動について調査を行った。その結果，化粧意識において女子は日本が中国よりも高く，男子は日本が中国よりも低かった。化粧行動においては，日本の女子と中国の男子は皮膚のケアといった項目に，中国の女子はケアと共に魅力向上のための項目に頻度が高かった。日本の男子は全般的に化粧頻度が低かった。化粧意識と化粧行動との関係においては，両国の女子ともに３因子において相関が認められた。ただし，「魅力向上・気分高揚」では，男女とも日本では正，中国では負の相関が見られた。このことは，日本と中国はそれぞれの文化や社会が異なるため，化粧のとらえ方にもそれらの影響が及んでいることを示唆する。, In this study, we investigated the actual situation of makeup consciousness and makeup behaviors of Japanese and Chinese university students by questionnaire survey and further examined the relationship between the makeup consciousness and the makeup behaviors. We investigated the three factors of makeup consciousness: “improvement in charm and feeling upsurge”, “necessaries and appearance”, and “effect uneasiness”, and 16 items of makeup behaviors for 155 Japanese university students and 154 Chinese university students. As a result, Japanese female students were higher in makeup consciousness than Chinese, Japanese male students were lower than Chinese. In makeup behaviors, Japanese female and Chinese male students showed frequently for the categorized items such as skin care, Chinese female students showed frequently for the items for improving charm along with care. Japanese male students generally showed low makeup frequency. In the relationship between the makeup consciousness and the makeup behavior, correlations were found in three factors for both female. However, in “improvement in charm and feeling upsurge”, Japanese students showed positive and Chinese students showed negative correlations. As a reason, since Japan and China have different cultures and societies, it seems that their influence is also spreading on the way of makeup is caught.

In recent years, “communication skills” have become necessary for young people and are widely and commonly used. This study investigated the relationship between the image of and attitudes toward “communication skills” and social skills infemale university students. The results revealed that the students regarded “communication skills” as conversational ability, sociability, relationship-forming ability, and mutual-understanding ability. Students who regarded “communicationskills” as conversational ability or sociability thought of it as a concept that had strong influence. Students who regarded “communication skills” as a relationship-forming ability were uncertain about it. Students who regarded “communication skills” as mutual-understanding ability thought of it as a measurable concept. Student with low social skills tended to regard “communication skills” as conversational ability or sociability.

本研究は構成的グループ･エンカウンターとピア･カウンセリングを枠組みとした授業を行い、受講前後での学生の心理的変化について明らかにすることを目的とし、質問紙と自由記述内容を分析した。結果：学生18 名の質問紙調査の結果では、フェイススケール得点は有意に低下し、より笑顔の表情となった。自尊感情と自己効力感の尺度得点は、受講後の方が両方とも平均得点は上昇していたが、有意差は認められなかった。自由記述内容の分析から、【エンカウンターの効果】【スキル獲得の効果】【ピアの効果】【受講による変化】【その他の気持ち】の5 のカテゴリー、21 のサブカテゴリー、1023 のコードが抽出された。考察：学生は受講により、【エンカウンターの効果】【スキル獲得の効果】【ピアの効果】の学びと実感を深め、それが【受講による変化】につながり、自身の変化や挑戦する気持ち等の前向きな気持ちへと変化したと考えられた。

The purpose of the present study was to examine the relations between selfmanagement practices leading to the attainment of basic social skills and learning activities of undergraduate students. Undergraduate students（N=66）attending an “educational methodology” course at a Japanese private university, completed a questionnaire concerning their behavioral intentions concerning self-management they felt led to gaining basic social skills. The results indicated that “preventive selfmanagement”, which was one of the four subscales concerning behavioral intentions in self-management and basic social skills acquisition, was positively correlated with the number of times classes were attended and scores on a cource-contents recognition test.

本研究の目的は、筆者が担当した講義「青年心理学」における2012年度と2014年度の親の期待に対する反応様式の授業実践を比較することをとおして、大学教育における青年心理学について検討することである。教育目標が定まらずに授業内容を詰め込み過ぎたこと、個別作業が抽象的過ぎてそれに続く討論が深く掘り下げられなかったこと、親の期待を感じていない学生が授業に参加しにくかったこと、という2012年度にみられた3つの課題について、2014年度の授業実践では改善を試みた。授業効果については、「この授業はおもしろかった」「他の人が感じている親の期待について知ることができてよかった」「他の人の親の期待に関する考え方が参考になった」「今まで気がつかなかった自分の一面を発見できた」の得点が、2012年度に比べて2014年度で大きかった。授業全体の感想は、「親の期待に関する重要性」「親子関係の共通点」「親子関係の多様性」「他者の親子関係を知る意義」「自身の親子関係のふり返り」というカテゴリーにまとめられ、さらに「親の期待に関する重要性」には「親とのコミュニケーションの重要性」「親の期待調整の重要性」「自分の意思尊重の重要性」「親への反発の重要性」「親の期待そのものの重要性」という5つの下位カテゴリーが見いだされた。そのうち「他者の親子関係を知る意義」と「自身の親子関係のふり返り」の件数が、2012年度に比べて2014年度で増加した。これらのことから、一定の授業改善の成果がみられたと考えられた。また、授業効果を尋ねる項目得点と親の期待を感じている程度の間の有意な相関係数が2012年度に比べて2014年度で少なくなったことから、2014年度の授業実践では親の期待を感じている程度にかかわらず授業効果が示された。したがって、親の期待を感じていない学生が授業に参加しにくかった状況にも、改善がみられたといえる。以上の親の期待に対する反応様式の授業実践を踏まえた上で、大学教育における青年心理学について、「問い」という視点から次の3点を論じた。第一に、大学生が抱く「問い」を活かすことである。第二に、「問い」への正解を無理に求めるのではなく、大学生が持つ可能性を広げることである。第三に、大学生への「問い」をとおして、「問う存在」と同時に「問われる存在」としての自覚を促すことである。

教育場面での規範逸脱行動に対する自分の態度および（自分が推測した）他者の態度との関連について検討した。大学生を対象に質問紙調査を実施し、371名から回答を得た。質問紙では、「自分が逸脱行動をする・しない」（2場面）、「周囲の他者が逸脱行動をする・しない」（2場面）という場面を組み合わせた計4つの場面それぞれに対する、「自分」および「周囲にいる他者」の態度（満足度）を測定した。そして、これらの回答を、「遵守」「逸脱」「同調」「反対」「中立」という5つの行動基準に分類した。自分と他者の行動基準の関連について分析した結果、全体的には「自分と同様の行動基準を他者も持っている」と認識される傾向が示唆されたが、「自分よりも他者の方が、逸脱行動に対してやや厳しい行動基準を持っている」ととらえられている傾向も一部に示された。最後に、本研究の実践への応用可能性等について考察した。

本研究は,大学生の内省傾向とストレス反応との関連について,抑うつへの反すう思考に着目して検討した。大学生281 名を対象に,1抑うつへの反すう思考(否定的反すう・分析的反すう),2ストレス反応に関する調査を実施した。その結果,「否定的反すう」は「対人ストレス」および「課題ストレス」に関するストレス反応を高めるが,「分析的反すう」はストレス反応を高めないことが示された。, This study examined relation between reflection and stress of undergraduate students from the aspect of ruminative thinking to depression. Undergraduate students (n=281) completed questionnaire about ruminative thinking (negative rumination / reflective rumination) to depression and stress responses to negative life event. The result showed that negative rumination were positively correlated to interpersonal stress responses and achievement stress responses. In contrast, reflective rumination were not increase stress responses.

本研究では大学新入生の友人関係における対面(FTF)やソーシャル・ネットワーキングサービス(SNS)を使用した コミュニケーションについて、縦断的に検討することが目的であった。同じ専攻に所属する大学1年生64名(男性 21名、女性43名)を対象に、5月、7月、10月、12月の計 4回質問紙調査を実施した。分析の結果、 4時点において、友人・知人数、FTFおよびSNSコミュニケーション頻度は変化がなく、FTFおよびSNSコミュニケーション・ネットワークは4時点のいずれにおても類似していた。5月から7月と、5月から12月のSNSコミュニケーション・ネットワークの変化はFTFよりも大きかった。5月からのFTF コミュニケーション頻度の増加が コミュニケーション頻度の増加が コミュニケーション頻度の増加が コミュニケーション頻度の増加が7月における友人関係満足感を予測し10月からの友人・知人数増加やFTFコミュニケーション頻度の増加が12月の友人関係満足感を予測する結果が得られた。, The aim of this longitudinal study was to explore face-to-face (FTF) communication and social networking services (SNS) communication among freshmen in college. Participants were 64 undergraduate students who answered a self-report questionnaire four times during their freshman year: one month after begining college (May), July, October, and December. The results showed that, across the four points, there were no differences in the students’ reported number of friends and frequency FTF and SNS communication. The conditional uniform graph test showed a significant positive correlation between the four measures of FTF communication networks, as well as between SNS communication networks. However, SNS communication networks were less correlated between May and July, and between May and December, when compared with correlations of FTF communication networks during those same periods.

Disturbance of sleep wake patterns, i.e., irregular sleep-wake cycle or delayed sleep wake patterns, is common among university students in many countries. The sleep of Japanese people is well-known for being both disturbed and short. Japanese university students, however, are considered to have the most disturbed sleep patterns, and actually they are reported to be the most sleep deprived in the world （Steptoe et al., 2006）. In this study we surveyed our undergraduates’ sleep patterns and analyzed its relationship with academic performance and mental conditions. In the latter part of this report, we provide a case study of a student whose severely disturbed sleep patterns had put him on the verge of dropping out from university. We provided him with weekly guidance on sleep patterns and the successful results of this case are reported.

face-name法という記憶術的学習方略の有効性が検討された。学習課題は,国旗と国名との関係を憶える意図的学習課題と,各国の地理的位置を憶える偶発的学習課題の2種類だった。学習条件は記憶術的学習方略条件2種と統制条件1種であった。記憶術的学習方略条件の違いは,統合的イメージ生成の手がかりとして言語的記述とそれを絵画化したものとが与えられるか言語的記述のみが与えられるかという点にあった。実験の結果,国旗を見てその国名を再認すればよいだけの課題では記憶術的学習方略条件の成績が統制条件のそれよりも勝っていた。しかし国旗と国名との関係に関する知識の活用が必要な問題では,言語的記述と絵とを一緒に与えられる記憶術的学習方略条件での成績が最もよかった。地理的位置の記憶成績に学習方法の違いによる影響はなかった。, An experiment was conducted to investigate the memory-enhancing effect of the face-name mnemonic strategy for the learning of two types of geographical facts: the name of a nation represented by a flag and the location of the nation on the areal map in which the nation is located. The former was an intentional learning task and the latter was incidental learning task. There were three experimental conditions: pictorial mnemonic, in which the participants were provided a pictorial clue and a verbal clue as an aid to generate an integrated imagery to memorize an association between a flag and the name of a nation represented by the flag; mnemonic, in which the participants were provided a verbal description only as an aid to generate an integrated imagery to memorize the association; and control, in which the participants were instructed to use their own best method to memorize the association. On the test of recognition of names of nation prompted by flag pictures, both pictorial mnemonic and mnemonic participants remembered more nation names than did control participants. However, on the test which required some reasoning about the relationship among the associations, the participants of pictorial mnemonic condition were outperformed both mnemonics and controls. On the mapping test of the locations of the nations, there were no significant differences among three experimental conditions.

This article examines how consciousness of Japanese lU1dergraduate students has been influenced and transformed through lU1iversity education. University period is a transition time for students to prepare themselves to go out to the real world, and students tend to sensitively react to their experiences in their everyday lives. They are searching for the way to apply their academic learning to practical knowledge in the society, and are searching for their life path, meaning of their life, and what difference they can make to the world. How students spend their lU1iversity days significantly affects their worldview and how they relate themselves to the world. By using data based upon the semi-structured interview with each student, I will examine the factors which have influenced the consciousness of lU1dergraduate students from academic, social, and personal perspectives. I have attempted to reveal 'students' voices' about their lU1iversity lives, by using the qualitative research method., 本研究は「グローバル社会におけるパラダイム・シフト：日本の高等教育とキャリアにおける意識変容」（研究代表者: 恒松直美, 文部科学省科学研究費補助金 2009-2011年度 基盤C21530881）の一環として行ったものである。

This article examines how consciousness of Japanese lU1dergraduate students has been influenced and transformed through lU1iversity education. University period is a transition time for students to prepare themselves to go out to the real world, and students tend to sensitively react to their experiences in their everyday lives. They are searching for the way to apply their academic learning to practical knowledge in the society, and are searching for their life path, meaning of their life, and what difference they can make to the world. How students spend their lU1iversity days significantly affects their worldview and how they relate themselves to the world. By using data based upon the semi-structured interview with each student, I will examine the factors which have influenced the consciousness of lU1dergraduate students from academic, social, and personal perspectives. I have attempted to reveal 'students' voices' about their lU1iversity lives, by using the qualitative research method., 本研究は「グローバル社会におけるパラダイム・シフト：日本の高等教育とキャリアにおける意識変容」（研究代表者: 恒松直美, 文部科学省科学研究費補助金 2009-2011年度 基盤C21530881）の一環として行ったものである。

In China, while the problem of undergraduates' job shortage aggravated, it came to be said that the study in college is not helpful. Therefore, the quality in higher education came to be a big issue, and universities are required to improve the quality of education. This paper aims to figure out how undergraduates are learning at the university and how the process is different with their career expectation. On the basis of a study survey, this paper examines the following two points as research issued: 1) How the undergraduates learning at the university and what about their ideas about the course after graduate. 2) How the learning behavior of the undergraduates is different with their career expectation. The main findings are as follows: 1) there are three patterns about the learning behavior of undergraduates in China. One is to study positively, but be tortured for the meaning of study, in order to employ in employment efficiently. The second is to study negatively because the course after graduate has not been decided. And the third is that the learning behavior is not related with their career expectation, for it is thought to be not helpful to the early occupational attainment. 2) The relevance between undergraduates' learning behavior and their career expectation is influenced by the rank of a university. Their learning behavior is much better in the high rank university.

The purpose of this study was to investigate developmental differences of career awareness and the relationships between career awareness and identity styles. Participants were 255 tenth-graders, 221 eleventh-graders, 228 twelfth-graders, and 195 undergraduates. They completed the Career Awareness Scale for career maturity to measure four areas of career awareness; interpersonal relationship, information utilization, future planning, and decision-making. They also completed the Identity Style Inventory to measure two identity styles; informational and diffuse/avoidant. Developmental differences of career awareness were significant but not noteworthy. Eight canonical correlation analyses indicated that the four areas of career awareness were positively related to informational style and negatively related to diffuse/avoidant style. These results suggest that acquisition of abilities and attitudes necessary for resolving career developmental tasks facilitate vocational identity formation among late adolescents.

Feelings of undergraduate students about being alone were clarified by comparing feelings about being alone actively and passively. Undergraduate student participants (N=315) completed a questionnaire consisting of rating scales and free descriptions. The results indicated the following. (1) A Majority of participants indicated that they were "quite often, " "often" or "sometimes, " actively alone. However, most participants also indicated that they were "sometimes," "rarely" or "never" passively alone. (2) Most free descriptions indicated that feelings about being alone passively, were negative, whereas descriptions about being alone actively included a variety of feelings, such as negative feelings, ambivalent feelings, and neutral feelings. (3) Results suggest that feelings about being alone were closely related to instability and difficulties that are peculiar to adolescence.

近年、新卒者の就職活動では、履歴書の提出および筆記試験や面接試験のみならず、エントリーシートの提出やグループディスカッションへの参加等、多彩な行動が求められている。これらの行動を自己呈示の一形態と捉え、本研究では大学3年生を対象に模擬的なエントリーシートの記述を求め、記述の形式や記述内容の選択に影響を与える要因を探索的に検討した。女子大学生38人のデータから、就職活動に向けての準備活動、特に自己分析が、成功体験の記述といった自己高揚的な自己呈示を促す可能性が示唆された。また、日常生活での自己呈示において庇護的な印象を他者に与えるために依存行動をとる傾向の強い人や、他者からの拒否を回避したい欲求の強い人が、就職活動において能動的な自己呈示を取りにくいことが示唆された。

ピア・サポートとは,仲間同士の支え合いの活動のことであり,近年,学校現場においてもさまざまな形で導入されてきている。学校現場でのピア・サポートの実践の一例として,心理学科に所属する大学生による,小学校・中学校の特別活動の時間におけるピア・サポート訓練の実施について,その導入の経緯や背景,および実施方法を紹介する。, The purpose of this paper was to report on the process and curriculum of our peer support training project by undergraduate students for primary school children and junior high school students. Some of characteristics of our project were that (a) undergraduate students carried out the training in the formal school curriculum and (b) it was based on cooperation among the primary school children and their teachers, junior high school students and their teachers, undergraduate students and their teachers, and the board of education.

本研究の目的は，大学生の喫煙状況とストレス反応得点との関係および喫煙に影響を及ぼす要因を明らかにすることである．対象は群馬大学に在学中の学生８６７名であり，質問票を配布し，同意の得られた学生７３７名に自己記述法により喫煙の有無やストレス度（SRS‐１８）の回答を得た．有効回答７２２名（男子学生１８８名，女子学生５３４名）について分析を行い以下の結果が得られた．１．男子の喫煙率は２９．３％で女子７．３％より明らかに高率であった（p＜０．００１）．２．性別，年齢を調整した喫煙率は１９歳以下男性１５．２％，女性３．１％，２０歳以上男性４２．７％，女性９．１％であり，全国調査の結果よりも下回っていた．３．ロジスティック回帰分析の結果，喫煙率に有意な影響を与えていた要因は性別・年齢（p＜０．００１），専攻・健康増進法の認知（p＜０．０５）であった．ストレス得点とは有意な関係は認められなかった．喫煙率のオッズ比は男性が女性の６．６倍，２０歳以上が１９歳以下より約４．６倍，医療系学生が非医療系学生より２．１倍になることが明確になった． これらのことから喫煙率を低下させるためには入学時直後からの予防教育や環境づくりが重要であること．また２０歳以上の男子学生の禁煙支援プログラムづくり，医療系学生の喫煙率の高い原因を追及することが急務であることが示唆された．, The purposes of this study are to identify the relationship between smoking and stress, related factors about smoking of undergraduate students. Self-reporting questionnaire was given to ８６７ students with ７３２ replies（response rate of ８５．０％）．The effective response was obtained from ７２２ （effective rate of ８３．３％）and their answers were analyzed. １．The smoking prevalences of undergraduate students were ２１．９％ male and ４．４％ female student. A significant difference was male and female students（p＜０．００１）． ２．The smoking prevalence，２０ years-old and over was higher than less than １９ years-old, and a significant difference. ３．Sex, an age, major and knowledge of smoking influenced some thought as a result of logistic regression analysis which influences smoking. Given the results of the survey, it is necessary to devise more effective methods of education to prevent from smoking, and education at the earliest possible time after their entry to university.

The purpose of present study was to develop the Scale of pre-parental readiness, and investigate of its validity and reliability. Participants were 103 Japanese undergraduate students, of which 39 were boys and 64 girls. Factor analysis confirmed one factor pattern associated with pre-parental readiness. Pre-parental readiness of girls was positively related to sense of authenticity, self-esteem. Pre-parental readiness of boys was positively related to self-esteem, and negatively related to self-disgust. In addition, the scale showed enough reliability, the stability of the scale was confirmed. Frequency of coming in contact with children was related to pre-parental readiness. These results suggest that intervention or education in consideration of growth of pre-parental readiness may become an effective solution method.

本研究の目的は大学1年生におけるバーンアウト状態を明らかにし,さらにバーンアウト状態とPIL(Purpose in Life)・Self-Esteem・タイプA尺度との関係を明確にすることである。研究村象は研究協力に承諾が得られた平成10年度入学生92人と11年度生100人の計192人。4つの質問紙を用いて,集合法により,各年度4回,一斉調査を実施した。その結果,バーンアウトに陥っている学生は32人(17%)で,警告徴候の学生は75人(39%),健全な学生85人(44%)であった。バーンアウトに陥っている学生はSelf-EsteemとPIL得点が有意(p