学業ストレスへの対処方略―「価値の切り下げ」は教科に依存するか
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| Published in | 科学教育研究 Vol. 47; no. 2; pp. 214 - 223 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | Japanese |
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一般社団法人 日本科学教育学会
2023
|
| Online Access | Get full text |
| ISSN | 0386-4553 2188-5338 |
| DOI | 10.14935/jssej.47.214 |
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| Author | 岡本, 紗知 |
|---|---|
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| Copyright | 2023 一般社団法人日本科学教育学会 |
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| References | Belanger, F., Lewis, T., Kasper, G. M., Smith, W. J., & Harrington, K. V. (2007): Are computing students different? An analysis of coping strategies and emotional intelligence. IEEE Transactions on Education, 50, 3, 188–196. Olpin, M. N. (1997): Perceived stress levels and sources of stress among college students: Methods, frequency, and effectiveness of managing stress by college students. Dissertation Abstracts International Section A: Humanities & Social Sciences, 57, 4279. Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015): Academic stress and depression among adolescents: A cross-sectional study. Indian pediatrics, 52, 3, 217–219. Struthers, C. W., Perry, R. P., & Menec, V. H. (2000): An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41, 5, 581–592. Maloney, E. A., & Beilock, S. L. (2012): Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16, 8, 404–406. Park, C. L., & Adler, N. E. (2003): Coping style as a predictor of health and well-being across the first year of medical school. Health psychology, 22, 6, 627. Festinger, L. (1957): A theory of cognitive dissonance (Vol. 2). Stanford university press. 溝上慎一（1996）：大学生の学習意欲，京都大学高等教育研究，2, 184–197. Renk, K., & Smith, T. (2007): Predictors of academic-related stress in college students: An examination of coping, social support, parenting, and anxiety. Naspa Journal, 44, 3, 405–431. Wilks, S. E. (2008): Resilience amid academic stress: The moderating impact of social support among social work students. Advances in social work, 9, 2, 106–125. American College Health Association. (2007): American college health association national college health assessment spring 2006 reference group data report (abridged). Journal of American College Health, 55, 4, 195–206. MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005): Academic stress, supportive communication, and health. Communication Education, 54, 4, 365–372. 須藤康介（2017）：小中高の学業成績と学校的勉強への価値づけ：認知的不協和による価値観形成，明星大学教育学部研究紀要，7, 63–73. 山野さゆり，高平小百合（2013）：児童の学校ストレッサーとストレスへの対処行動について，論叢：玉川大学教育学部紀要，115–131 Lazarus, R. S., & Folkman, S. (1984): Stress, appraisal, and coping. Springer publishing company. Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020): Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental science, 23, 6, e12964. Arthur, N. (1998): The effects of stress, depression, and anxiety on postsecondary students’ coping strategies. Journal of College Student Development, 39, 11–22. 杉谷彰子，中村延江（2012）：関係焦点型対処を含めたコーピング尺度作成の試み：共感的対処と精神的健康度との関連，心理学研究：健康心理学専攻・臨床心理学専攻，2, 21–32. Crean, H. F. (2004): Social support, conflict, major life stressors, and adaptive coping strategies in Latino middle school students: An integrative model. Journal of Adolescent Research, 19, 6, 657–676. 正木友則（2015）：説明的文章における学習指導の類型化―学習者による価値判断を中心に―，創価大学大学院紀要，37, 111–128. Balboa, E. (2014): Identifying cognitive dissonance in religious or spiritual college students: A proposal to act. Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989): Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283. Negga, F., Applewhite, S., & Livingston, I. (2007): African American college students and stress: school racial composition, self-esteem and social support. College Student Journal, 41, 4, 823–830. Dyjur, P., Lindstrom, G., Arguera, N., & Bair, H. (2017): Using mental health and wellness as a framework for course design. Papers on Postsecondary Learning and Teaching, 2, 1–9. Tyrrell, J. (1992): Sources of stress among psychology undergraduates. Irish Journal of Psychology, 13, 184.192. Gaulden, S. (2012): Exploring cognitive dissonance between college students’ religious and spiritual beliefs and their higher education. The Pegasus Review: UCF Undergraduate Research Journal, 6, 2, 82–93 Cahir, N., & Morris, R. D. (1991): The psychology student stress questionnaire. Journal of clinical psychology, 47, 3, 414–417. 岡本紗知（2020）：文系観・理系観の形成プロセスの解明―国立大学の学生を対象として―，科学教育研究，44, 1, 14–29. Wyse, S. A., & Soneral, P. A. (2018): “Is This Class Hard?” Defining and Analyzing Academic Rigor from a Learner’s Perspective. CBE—Life Sciences Education, 17, 4, ar59. |
| References_xml | – reference: Dyjur, P., Lindstrom, G., Arguera, N., & Bair, H. (2017): Using mental health and wellness as a framework for course design. Papers on Postsecondary Learning and Teaching, 2, 1–9. – reference: MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005): Academic stress, supportive communication, and health. Communication Education, 54, 4, 365–372. – reference: Tyrrell, J. (1992): Sources of stress among psychology undergraduates. Irish Journal of Psychology, 13, 184.192. – reference: 杉谷彰子，中村延江（2012）：関係焦点型対処を含めたコーピング尺度作成の試み：共感的対処と精神的健康度との関連，心理学研究：健康心理学専攻・臨床心理学専攻，2, 21–32. – reference: 山野さゆり，高平小百合（2013）：児童の学校ストレッサーとストレスへの対処行動について，論叢：玉川大学教育学部紀要，115–131． – reference: Maloney, E. A., & Beilock, S. L. (2012): Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16, 8, 404–406. – reference: Lazarus, R. S., & Folkman, S. (1984): Stress, appraisal, and coping. Springer publishing company. – reference: Arthur, N. (1998): The effects of stress, depression, and anxiety on postsecondary students’ coping strategies. Journal of College Student Development, 39, 11–22. – reference: 正木友則（2015）：説明的文章における学習指導の類型化―学習者による価値判断を中心に―，創価大学大学院紀要，37, 111–128. – reference: 溝上慎一（1996）：大学生の学習意欲，京都大学高等教育研究，2, 184–197. – reference: 須藤康介（2017）：小中高の学業成績と学校的勉強への価値づけ：認知的不協和による価値観形成，明星大学教育学部研究紀要，7, 63–73. – reference: Cahir, N., & Morris, R. D. (1991): The psychology student stress questionnaire. Journal of clinical psychology, 47, 3, 414–417. – reference: Wilks, S. E. (2008): Resilience amid academic stress: The moderating impact of social support among social work students. Advances in social work, 9, 2, 106–125. – reference: 岡本紗知（2020）：文系観・理系観の形成プロセスの解明―国立大学の学生を対象として―，科学教育研究，44, 1, 14–29. – reference: Gaulden, S. (2012): Exploring cognitive dissonance between college students’ religious and spiritual beliefs and their higher education. The Pegasus Review: UCF Undergraduate Research Journal, 6, 2, 82–93 – reference: American College Health Association. (2007): American college health association national college health assessment spring 2006 reference group data report (abridged). Journal of American College Health, 55, 4, 195–206. – reference: Belanger, F., Lewis, T., Kasper, G. M., Smith, W. J., & Harrington, K. V. (2007): Are computing students different? An analysis of coping strategies and emotional intelligence. IEEE Transactions on Education, 50, 3, 188–196. – reference: Renk, K., & Smith, T. (2007): Predictors of academic-related stress in college students: An examination of coping, social support, parenting, and anxiety. Naspa Journal, 44, 3, 405–431. – reference: Struthers, C. W., Perry, R. P., & Menec, V. H. (2000): An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41, 5, 581–592. – reference: Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015): Academic stress and depression among adolescents: A cross-sectional study. Indian pediatrics, 52, 3, 217–219. – reference: Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989): Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283. – reference: Park, C. L., & Adler, N. E. (2003): Coping style as a predictor of health and well-being across the first year of medical school. Health psychology, 22, 6, 627. – reference: Balboa, E. (2014): Identifying cognitive dissonance in religious or spiritual college students: A proposal to act. – reference: Crean, H. F. (2004): Social support, conflict, major life stressors, and adaptive coping strategies in Latino middle school students: An integrative model. Journal of Adolescent Research, 19, 6, 657–676. – reference: Festinger, L. (1957): A theory of cognitive dissonance (Vol. 2). Stanford university press. – reference: Olpin, M. N. (1997): Perceived stress levels and sources of stress among college students: Methods, frequency, and effectiveness of managing stress by college students. Dissertation Abstracts International Section A: Humanities & Social Sciences, 57, 4279. – reference: Wyse, S. A., & Soneral, P. A. (2018): “Is This Class Hard?” Defining and Analyzing Academic Rigor from a Learner’s Perspective. CBE—Life Sciences Education, 17, 4, ar59. – reference: Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020): Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental science, 23, 6, e12964. – reference: Negga, F., Applewhite, S., & Livingston, I. (2007): African American college students and stress: school racial composition, self-esteem and social support. College Student Journal, 41, 4, 823–830. |
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| Title | 学業ストレスへの対処方略―「価値の切り下げ」は教科に依存するか |
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