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Title :ほめ理由認知のズレ要因の検討 : 小・中学校場面と大学場面の比較
Authors :高崎, 文子
Issue Date :19-Dec-2017
Citation jtitle :熊本大学教育学部紀要
vol. :66
start page :119
end page :126
Abstract :ほめることで期待どおりの結果を得るためには,ほめ手の意図が受け手に伝わることが前提となる. しかし実際には,ほめ手と受け手の間で,ほめるべき対象やほめるべき状況についての認識が一致しな い場合もあると考えられる.このため本研究では,どのような理由において,ほめ手と受け手のほめ理 由認知のズレが生じるのかについて検証することを目的とした,240名の大学生を対象に,小・中学校と大学の授業中に発表者がほめられるという仮想場面を設定した調査を行った.回答者は,ほめる側/ほめられる側/第三者の立場から,「優秀」「基準到達」「発表態度」「努力」「継続期待」「人柄」「自信をもたせる」「信頼関係を作る」の理由が,ほめる/ほめられる理由として適当であるかについて評定した.その結果,ほめる立場ではほめられる立場よりも,どの理由においてもほめるべきという評価が高いことがわかった.ただし,立場に関わらず,「努力」はほめる理由として最も高く評価され,「人柄」「信頼関係」は低い評価であった.また小・中学校場面では,ほめる立場では「継続期待」「自信」をほめる理由として高く評価していたが,ほめられる立場は低い評価をしており,認知のズレが大きかった.このようなほめる立場とほめられる立場の認知のズレが大きい内容をほめる場合は,説明を十分にするなどの配慮が必要であると考えられる.
In order to get expected results of praising, it is essential that the intention of the praiser be communicated to the praise receiver. There are, however, sometimes cases when the praise receiver misunderstands the intention of the praiser because each party has different concepts of the reason for praising or of the situation when praising occurs. 240 college students were assumed to be in a situation where a presenter is praised in a classroom of elementary/middle high school and college students, and were asked to complete a questionnaire about validity for praise reasons, such as "academic excellence," "standard achievement," "attitude in presentation," "the presenter's efforts," "expectation for future performance," "personality," "encouraging confidence," and "trust-based relationship". Each of the reasons was rated from the standpoint of a praiser, a praise receiver, and a third person. It was shown that praise in every factor given above should be emphasized, and this emphasis was stronger when one is praising than when one was being praised. However, in every situation, "the presenter's efforts" was regarded as the most important and in the category of the praiser, elementary/middle high school. "expectation for future performance" and "encouraging confidence" were valued very lowly by the one being praised, showing a large difference in the concepts of the reason for praising or the situation when praising occurs. In such cases, sufficient explanation for the praise should be made.
Type Local :紀要論文
ISSN :21881871
Publisher :熊本大学
URI :http://hdl.handle.net/2298/38885
Appears in Collections:Memoirs of the Faculty of Education, Kumamoto University
Please use this identifier to cite or link to this item: http://hdl.handle.net/2298/38885