Nagai S
Faculty of Human Sciences, Tokiwa University, Ibaraki.
Shinrigaku Kenkyu. 1990 Apr;61(1):51-5. doi: 10.4992/jjpsy.61.51.
To contribute to the improvement of conditions for receiving exchange students from abroad, the present study was conducted to clarify the expectancies of such students towards their advisors and to explore possible changes in expectancy as the students gained greater familiarity with the Japanese culture. The types of response the exchange students expected from the advisors were classified into 12 categories including giving advice, acting on behalf, encouragement to be independent, listening, probing, interpretation, value judgment, empathy, clarification, support, confrontation, and others based on Ivey's (1980) microskills classification. An almost identical questionnaire was administered twice to 288 senior high school exchange students from 20 countries upon their arrival in Japan and ten months subsequent to their arrival. The results may be summarized as follows: (1) Although the subjects expected the same responding type from their advisors in Japan as they did from their parents, they were rather dependent on the advisors on their arrival; (2) as time passed and the subjects became more familiar with the Japanese culture, their expectancies towards the advisors became more similar to those in their home countries; and, (3) the longer the subjects stayed in Japan, the more independent the responding type they expected from the advisors.
为了有助于改善接收国外交换生的条件，本研究旨在明确此类学生对其导师的期望，并探索随着学生对日本文化的了解日益加深，期望可能发生的变化。根据艾维（1980年）的微技能分类，交换生期望导师做出的反应类型分为12类，包括提供建议、代劳、鼓励独立、倾听、探究、解释、价值判断、共情、澄清、支持、对抗等。对来自20个国家的288名高中交换生在抵达日本时以及抵达十个月后进行了两次几乎相同的问卷调查。结果可总结如下：（1）尽管受试者期望在日本的导师做出与他们期望父母做出的相同反应类型，但他们刚到日本时相当依赖导师；（2）随着时间推移，受试者对日本文化越来越熟悉，他们对导师的期望变得更类似于在本国时的期望；（3）受试者在日本停留的时间越长，他们期望导师做出的反应类型就越独立。
