Permalink : http://hdl.handle.net/2115/62507

JaLCDOI : 10.14943/b.edu.126.101

KEYWORDS : 学校適応;学校適応感;学校生活;「スクールカースト」;school adjustment;subjective adjustment;school life;“School Caste”

本論文では，本邦における学校における適応の研究について，学校適応の概要を示した上で，これまでの研究では主眼を置かれてこなかった「学校適応の負の側面」を提示することを目的とした。まず，学校における適応の一指標である学校適応感に注目し，学校適応感はどのような要因によって予測されるのかを整理した。そして，学校適応感を予測する要因として，社会的に望ましいと考えられる要因と社会的に望ましくないと考えられる要因が存在することを示した。そして，社会的に望ましくないと考えられる要因の一例として，「スクールカースト」の問題が存在すること，また「スクールカースト」が学校適応の研究における新たな学術的課題であることを示唆した。
The goals of this study were to review the studies about school adjustment in Japan and show “negative aspect of school adjustment” which had not been studied in detail in previous studies. This study focused on predictors of subjective adjustment, especially the index of school adjustment. Further, the author demonstrated that the socially desirable and undesirable factors were the predictor of subjective adjustment. For example, a socially desirable factor could be in terms of academic achievement which were related to the goodness of subjective adjustment. In contrast, bullying was socially undesirable factor that was related to the goodness of friendship. Altogether, the socially desirable and undesirable factors were positively related to school adjustment. In terms of the findings, this study revealed that “School Caste” was the phenomenon, in which students in the high status group tend to prefer classroom hierarchy, and behaved dominantly in their classroom. In addition, they were likely to adjust to school life better than those of the lower status group. In conclusion, “School Caste” was the socially undesirable factor, and was also a “negative aspect of school adjustment”. Moreover, the author suggested that the existence of “School Caste” had led to various problems in school, which provided good grounds to examine this topic in the future studies.