| Project/Area Number |
15K01767
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Childhood science (childhood environment science)
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| Research Institution | Hakuoh University |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2018: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 学校環境 / 子ども / 学級環境尺度 / 学習環境 / 学級環境 / 学習環境文化尺度 / 教育環境測定尺度 / 学校文化 / 中学生 / オープン教育 / 個別化学級環境尺度 / 現実環境 / 選好環境 |
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| Outline of Final Research Achievements |
Based on the CES-J(Japanese version of Classroom Environment Scale; Hirata & Sako, 1999, Hirata & Oura, 2009) and CLEQ（Cultural Learning Environment Questionnaire，Fisher & Waldrip, 1999), a new form of actual and preferred classroom environment scale was examined. Some psychological experiments using Salivaryα-Amylase were also administered to examine students' stress factor in Learning Environments.
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| Academic Significance and Societal Importance of the Research Achievements |
研究開始当初までに，われわれは不登校学級や少年院，少年鑑別所の子どもたちを対象とした研究成果を通して，学級環境評価尺度の手法が，子どもの不適応行動の理解や予防に活用できる可能性を報告してきた。本研究の社会的意義には，一般のいわゆる普通の子どもたちの生徒指導や学級運営にも，その手法の適用を試みた点が挙げられる。
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