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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10911/3343

タイトル: 授業評価の帰属分析 : 教員・学生間における帰属的相違に関する考察
その他のタイトル: Attributional Analysis of Course Evaluation : Attributional Disagreement between Students and Professors
著者: 赤石澤, 敏和
Akaishizawa, Toshikazu
Office of Faculty Affairs, Soka University
キーワード: Course evaluation
Causal attribution
Responsibility judgment
発行日: 31-May-2012
出版者: 創価大学学士課程教育機構
抄録: This study looks at a potential attributional discrepancy between students and professors concerning outcome of course evaluation. The experiment revealed that when ascribing responsibility for hypothetical professors' achievement, student and professor participants unanimously attribute the cause of success to students and failure to professors in general. However, based on a professor's high effort or high ability, both student and professor participants attribute the cause of course evaluation outcomes differently. The atmosphere in a classroom changes depending upon the relationship between students and teacher. Particularly, how students and teachers ascribe a cause of students' outcome (i.e., success or failure of their exam) is a critical issue in academia. Juvonen (1988) reported that there was a significant studentteacher difference regarding causal perceptions and evaluation of students' outcome and that such an incongruity in attribution may cause interpersonal conflicts. A few studies have examined various effects of attribution in relation to students' performance outcome (e.g., Beckman, 1970 ; Brandt, Hayden, & Brophy, 1975 ; Ames, 1975 ; Beckman, 1973). Yet, evaluation of “students' performance” is not the only source of student-teacher conflicts ; evaluation of “teachers' performance” (i. e., course evaluation by students) may also be a crucial factor that could potentially jeopardize quality of the student-teacher relationship. What if students and professors attribute the cause of course evaluation outcome differently? When a class is tedious, students may ascribe such ennui to teachers' lack of ability while teachers may seek an explanation based on lack of students' motivation. Blaming neither helps improve the class nor their relationship. The present study, therefore, examines a potential attributional discrepancy between students and professors concerning the outcome of course evaluation.
URI: http://hdl.handle.net/10911/3343


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