@article{oai:naruto.repo.nii.ac.jp:00025332,
 author = {安藤, 有美 and 山崎, 勝之 and ANDO, Yumi and YAMASAKI, Katsuyuki},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究は，ユニバーサル予防教育TOP SELF：Trial Of Prevention School Education for Life and Friendship）のベース総合教育の一つである「自己信頼心（自信）の育成」プログラムを実施し，その教育効果を検証した。対象者は中学１年生（４学級）の１５０名で，自己評価，学級評価，向上度評価（自己・学級・グループ）で構成された自記式質問紙を用い，教育実施前には自己評価と学級評価を行い，教育実施後にはさらに向上度評価を加えてデータを収集した。分析の結果，当該教育プログラムの全ての教育目標について，介入による変化が確認された。さらに，本実践で得られた教育効果は，教育実施前の対象者の評価得点により異なり，対象者の特徴によって効果の表れ方に違いが生じることが明らかとなった。これらの結果を踏まえ，情動や感情の喚起を重視する本実践の教育内容が果たす，今後の可能性について論じる。, This research examined a program to cultivate self-confidence that is one of comprehensive base educational programs in the universal prevention education, named“TOP SELF (Trail Of Prevention School Education for Life and Friendship”. Participants were 150 first-year students in a junior high school. The purpose of the present paper was to evaluate the effectiveness of this program. Each student completed selfreport questionnaires before and after the intervention. In the questionnaires, participants assessed themselves, their whole class members, and their group members with respect to various aspects of self-confidence. Results revealed that the students’ self-confidence was significantly improved by this program in terms of the scores of the self-report on themselves and classmates. Moreover, the amount of the educational effectiveness depended on the students’ pre-implementation characteristics regarding self-confidence, which were assessed before the program implementation. The roles of positive affect or emotions are discussed along with future directions.},
 pages = {87--96},
 title = {学校予防教育プログラムTOP SELF「自己信頼心（自信）の育成」 : 中学１年生での実施と効果},
 volume = {28},
 year = {2014},
 yomi = {アンドウ, ユミ and ヤマサキ, カツユキ}
}