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シャイな教師の対人行動と教職遂行の関連について
http://hdl.handle.net/10693/1232
http://hdl.handle.net/10693/1232a09c39e8-0cc5-44bf-8bb7-d1608d600818
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
紀要11号 041-053 高柳.pdf (531.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2014-04-23 | |||||
| タイトル | ||||||
| タイトル | シャイな教師の対人行動と教職遂行の関連について | |||||
| タイトル | ||||||
| タイトル | The Relationship between Social Behavior of Shy Teachers and their Performance as Teachers | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | shyness | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | teachers | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | social behavior | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | performance as teachers | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | restrained behavior | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
高柳, 真人
× 高柳, 真人× 藤生, 英行 |
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| 著者（英） | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4263 | |||||
| 姓名 | Takayanagi, Masato | |||||
| 言語 | en | |||||
| 著者（英） | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4264 | |||||
| 姓名 | Fujiu, Hideyuki | |||||
| 言語 | en | |||||
| 書誌情報 |
研究紀要 ＝ Bulletin of Biwako Seikei Sport College 号 11, p. 41-53, 発行日 2014-03-15 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study was to investigate the relationship between social behavior of shy teachers and evaluation by students for their performance as teachers. The survey was conducted with 403 college students, and made use of 121 (30.0%) answers with full responses by 139 (34.5%) students who met shy teachers in their school days. Behavior based on confused emotions, such as awkward conversations and nonverbal behavior, and restrained behavior, such as avoiding social interactions and instruction, were found as characteristic social behavior of shy teachers. About 40% of students regarded they did not perform their role, while about 40% of students regarded they did. The main reason that brought about such differences seemed to be caused by restrained behavior. Behavior based on confused emotions such as “undertone” and “awkward” related to the evaluation that they did not perform their role, while such behaviors as “inarticulate speech”, “mistakes in speaking”, “fast speaking” and “blushing” related to the evaluation that they adequately performed their role. | |||||
| 出版者 | ||||||
| 出版者 | びわこ成蹊スポーツ大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1348-9399 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1191547X | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
