@article{oai:our.repo.nii.ac.jp:02013009,
 author = {後藤, 萌歌 and GOTO, Moeka and 内田, 昭利 and UCHIDA, Akitoshi},
 issue = {2},
 journal = {大分大学教育学部研究紀要},
 month = {Mar},
 note = {本稿の目的は，教育現場における，アイデンティティ発達に基づいた教育支援に向けて，実際の生徒の姿に寄り添ったDIDS-J の使用方法を新たに提案することである。そのため，従来の調査・分析方法に3 点の追加・変更を行い，調査を実施した。1 点目は，回答項目に「考えたことがない」を追加した。2 点目は，無回答者のデータと，「考えたことがない」を分析データとして使用できるように，それぞれのアイデンティティ発達における各次元(5 項目) 内で，2 項目まで無回答もしくは，「考えたことがない」を選択した場合は，その次元における個人の平均値を返すことで，分析に用いた。3 点目は，各次元(5 項目) で3 項目以上「考えたことがない」と回答した場合，アイデンティティ発達のその次元について「考えたことがない」状態として分析に加えた。その結果，調査に参加した99%にあたる生徒のアイデンティティ発達の状態を捉えられることができ，生徒の発達状態に寄り添った調査方法となった。生徒のアイデンティティ発達と実際の行動との関係性を，今後の継続した研究によって捉えることで，教育現場におけるアイデンティティ発達支援に貢献しうると考える。, This paper aims to propose a new method of using the DIDS-J to support identity development in an educational setting that is closer to the actual students. To this end, three additions and modifications were made to the existing survey and analysis methods. First, "I have never thought about it" was added to the response items. Second, to be able to use the data of non-respondents and "I have never thought about it" as analytical data, the data of non-respondents and "I have never thought about it" were used in the analysis by returning the mean value of individuals in each dimension (5 items) of each identity development when they selected up to 2 items of non-response or "I have never thought about it" in that dimension. The data were used in the analysis. Third, when respondents answered "I have never thought about it" for 3 or more items in each dimension (5 items), they were included in the analysis as "I have never thought about it" for that dimension of identity development. The results of the survey showed that 99% of the participants had never thought about the dimensions of identity development. As a result, we were able to capture the state of identity development of 99% of the students who participated in the survey, making the survey method more in line with the students' developmental state. We believe that continued research on the relationship between students' identity development and their actual behavior will contribute to the support of identity development in the educational field.},
 pages = {133--143},
 title = {中学生のアイデンティティ発達に基づいた教育支援の可能性 ―「考えたことがない」生徒に着目して―},
 volume = {45},
 year = {2024}
}