日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究

西, 徳宏

doi:https://doi.org/10.18910/68212

日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究

西, 徳宏

未来共生学, 2018, 5, 141-170

アクセス数:1,981件（2026-10-11 20:33 集計）

固定URL: https://doi.org/10.18910/68212

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タイトル	日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究
	Re-examining Japanese Educational Effectiveness Research : From the Viewpoint of Subjective Well-Being
	ニホンノキョウイクコウカケンキュウノサイケントウ : ウェルビーイングノシテンニヨルタンサクテキケンキュウ
著者	NRID 1000050825627 1000050825627 researchmap permalink norinishi norinishi 著者名西, 徳宏 ; ニシ, ノリヒロ ; Nishi, Norihiro
キーワード等	教育効果研究
	ウェルビーイング
	効果のある学校
	educational effectiveness research
	well-being
	effective school
内容	論文
抄録	The aim of this paper is to re-examine Japanese educational effectiveness research from the viewpoint of subjective well-being through an analysis of quantitative research data. From the beginning Japanese educational effectiveness research has discussed educational effectiveness based only on cognitive academic achievement. However, in this research, I use the factor of children’s subjective well-being as a non-cognitive outcome to indicate educational effectiveness. There are two research questions in this research. RQ1: Is there a correlation between academic achievement and subjective wellbeing? What kinds of social backgrounds have an effect on children’s subjective well-being? RQ2: What’s kinds of characteristics does the “Effective School” have from the viewpoint of subjective well-being? First of all, according to the analysis of these two research questions, there is no correlation between children’s academic achievement and subjective well-being. Based on this result, it has become clear that subjective well-being can be an independent outcome indicator for educational effective research. Secondly, having good relationships with family and neighbors increases children’s subjective well-being. Thirdly, the “Effective School X” which was utilized as a representative model in the Japanese Effective School Research has some problems from the aspect of well-being. Specifically, there are certain student groups that have low subjective well-being: male groups, no extra-curricular activities groups, and low academic achievement groups. From these results, the model of the “Effective School X” can be deconstructed as just one school which is still on its way to becoming a better school. Finally, I examined the academic implications of these findings for Japanese educational effectiveness research.
出版者	大阪大学未来戦略機構第五部門未来共生イノベーター博士課程プログラム
出版者	オオサカダイガクミライセンリャクキコウダイゴブモンミライキョウセイイノベーターハクシカテイプログラム
収録物名	未来共生学
収録物名	Mirai Kyosei : Journal of Multicultural Innovation
巻(号)	5
ページ	141-170
刊行年月	2018-03-11
言語	日本語
ハンドルURL	https://hdl.handle.net/11094/68212
DOI	https://doi.org/10.18910/68212
NCID	AA12716082
アクセス権	open access
出版タイプ	Version of Record
カテゴリ	紀要論文 Departmental Bulletin Paper
カテゴリ	未来共生学 / 第5号

資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	未来共生学. 2018, 5, p. 141-170
DC.title	日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究
	Re-examining Japanese Educational Effectiveness Research : From the Viewpoint of Subjective Well-Being
	ニホンノキョウイクコウカケンキュウノサイケントウ : ウェルビーイングノシテンニヨルタンサクテキケンキュウ
DC.creator	西, 徳宏
	ニシ, ノリヒロ
	Nishi, Norihiro
DC.publisher	大阪大学未来戦略機構第五部門未来共生イノベーター博士課程プログラム
DC.publisher	オオサカダイガクミライセンリャクキコウダイゴブモンミライキョウセイイノベーターハクシカテイプログラム
DC.language' scheme='DCTERMS.RFC1766	日本語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2018-03-11
DC.subject	教育効果研究
	ウェルビーイング
	効果のある学校
	educational effectiveness research
	well-being
	effective school
DC.description	論文
DCTERMS.abstract	The aim of this paper is to re-examine Japanese educational effectiveness research from the viewpoint of subjective well-being through an analysis of quantitative research data. From the beginning Japanese educational effectiveness research has discussed educational effectiveness based only on cognitive academic achievement. However, in this research, I use the factor of children’s subjective well-being as a non-cognitive outcome to indicate educational effectiveness. There are two research questions in this research. RQ1: Is there a correlation between academic achievement and subjective wellbeing? What kinds of social backgrounds have an effect on children’s subjective well-being? RQ2: What’s kinds of characteristics does the “Effective School” have from the viewpoint of subjective well-being? First of all, according to the analysis of these two research questions, there is no correlation between children’s academic achievement and subjective well-being. Based on this result, it has become clear that subjective well-being can be an independent outcome indicator for educational effective research. Secondly, having good relationships with family and neighbors increases children’s subjective well-being. Thirdly, the “Effective School X” which was utilized as a representative model in the Japanese Effective School Research has some problems from the aspect of well-being. Specifically, there are certain student groups that have low subjective well-being: male groups, no extra-curricular activities groups, and low academic achievement groups. From these results, the model of the “Effective School X” can be deconstructed as just one school which is still on its way to becoming a better school. Finally, I examined the academic implications of these findings for Japanese educational effectiveness research.
DC.identifier	10.18910/68212
DC.format	68212
citation_title	日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究
citation_author	西, 徳宏
citation_publisher	大阪大学未来戦略機構第五部門未来共生イノベーター博士課程プログラム
citation_language	日本語
citation_date	2018-03-11
citation_journal_title	未来共生学
citation_volume	5
citation_firstpage	141
citation_lastpage	170
citation_public_url	https://hdl.handle.net/11094/68212
citation_doi_detail	10.18910/68212
citation_doi	https://doi.org/10.18910/68212

日本の教育効果研究の再検討 : ウェルビーイングの視点による探索的研究

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