大学教員の属性による学生の問題への関わり方の違いの分析

Translated title of the contribution: Analysis of attribute-based differences in the engagement of university teachers in students’ problems

Kyoko Sumioka, Kako Inoue, Taro Fukue, Yasuo Ono

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigated university teachers’ engagement in students’ problems by conducting a free description survey. The relationship between the teachers’ personal attributes and their style of involvement with the students were analyzed. Of the 607 teachers surveyed, 207 responded (response rate: 34.1%). Of those, the responses given in the free description column by 78 teachers (12.9%) were coded into eight categories and analyzed, using quantification theory type 3. A scatter plot was formed, based on two axes, “Approach Management” and “Strict Protective.” Cluster analysis identified the following clusters: strict relationship, proactive commitment, and situational plasticity. The mean sample scores of each attribute showed gender differences in teachers’ engagement only in the “Strict Protective” axes, while other attributes, such as position and length of service, had no significant effect on the style of teachers’ engagement with the students.

Translated title of the contributionAnalysis of attribute-based differences in the engagement of university teachers in students’ problems
Original languageJapanese
Pages (from-to)625-631
Number of pages7
JournalShinrigaku Kenkyu
Volume89
Issue number6
DOIs
Publication statusPublished - 2019
Externally publishedYes

ASJC Scopus subject areas

  • Psychology(all)

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