Fujihara Noriko, Yoshioka Shin-Ichi
Graduate School of Medical Sciences, Tottori University, Yonago 683-8503, Japan.
YMCA College of Medical & Human Services in Yonago, Yonago 683-0825, Japan.
Yonago Acta Med. 2019 Dec 23;63(1):20-27. doi: 10.33160/yam.2020.02.003. eCollection 2020 Feb.
This study attempted to clarify issues regarding difficulties in school life perceived by professional training college students and educational support systems for students including possible developmental disabilities.
We surveyed 953 students enrolled at 9 professional training colleges in Japan by using an anonymous self-administered questionnaire to investigate difficulties during school life, help-seeking preferences, and self-esteem. Difficulties were investigated by using the Self-Cognitive Difficulties Scale, help-seeking preferences were assessed with the Help-Seeking Preferences Scale, and self-esteem was assessed by the Rosenberg Self-Esteem Scale. We also investigated the relationship between the Self-Cognitive Difficulties Scale and the sources of advice used by students.
Responses were obtained from 863 students, and those of 775 students were considered to be valid. In terms of learning scenarios, 271 students (35.0%) responded that written examinations caused the most difficulties. The Rosenberg Self-Esteem Scale and Help-Seeking Preferences Scale were negatively correlated with the Self-Cognitive Difficulties Scale. With respect to the relationship between sub-factors of the Self-Cognitive Difficulties Scale and sources of advice, the students who asked specialists for advice had significantly higher scores for the factors of interpersonal relationships and reading/writing, as well as significantly higher scores for impulsivity and learning-related difficulties. The students who asked their previous high school teachers for advice had significantly higher scores for inattention and reading/writing. Furthermore, the students who asked senior students in the same department for advice had a significantly higher score for learning-related difficulties.
Our results suggested that professional training college students with a high Self-Cognitive Difficulties Scale score are more likely to choose a specialist as the source of advice. When providing educational support to professional training college students, it is important to consider the possibility that their sources of advice might differ depending on their individual self-perceived difficulty characteristics.
本研究旨在阐明职业培训学院学生所感知到的学校生活困难以及针对包括可能有发育障碍的学生的教育支持系统相关问题。
我们通过匿名自填式问卷对日本9所职业培训学院的953名学生进行了调查，以探究学校生活中的困难、求助偏好和自尊。使用自我认知困难量表调查困难情况，用求助偏好量表评估求助偏好，并用罗森伯格自尊量表评估自尊。我们还研究了自我认知困难量表与学生所使用的建议来源之间的关系。
共收到863名学生的回复，其中775名学生的回复被认为有效。在学习场景方面，271名学生（35.0%）表示笔试造成的困难最大。罗森伯格自尊量表和求助偏好量表与自我认知困难量表呈负相关。关于自我认知困难量表的子因素与建议来源之间的关系，向专家寻求建议的学生在人际关系和阅读/写作因素上的得分显著更高，在冲动性和学习相关困难方面的得分也显著更高。向以前的高中教师寻求建议的学生在注意力不集中和阅读/写作方面的得分显著更高。此外，向同系高年级学生寻求建议的学生在学习相关困难方面的得分显著更高。
我们的结果表明，自我认知困难量表得分高的职业培训学院学生更有可能选择专家作为建议来源。在为职业培训学院学生提供教育支持时，重要的是要考虑到他们的建议来源可能因个人自我感知的困难特征而有所不同。
