ダイガク ニオケル カガイ カツドウ ガ シンリテキ well-being ニ オヨボス エイキョウ : ナルト キョウイク ダイガク フィルハーモニー カンゲン ガクダン ノ カツドウ オ チュウシン トシテ

The purpose of this study was examined the effects of extracurricular activities in university on psychological well?being. The subjects were 54 graduates who had participated in the activities of Philharmonic Orchestra in Naruto University of Education. In this study, various of factors on subject’s activities of orchestra were investigated in relation to 6 dimensions of psychological well?being. As the result that the feeling of fulfillment and achievement with activities of orchestra enhaced the dimension of “purpose in life” and “positive relations with others”. Positive participation in activities of orchestra enhaced the dimension of “personal growth”, “self?acceptance”, and “positive relations with others”. the feeling of satisfaction with activities of orchestra enhaced the dimension of “personal growth”, “autonomy”, “self?acceptance”, and “positive relations with others”. These findings suggested that enthusiastic participation in activities of orchestra affected positively psychological well?being. The educational meaning of extracurricular activities in university was reconfirmed

ホイク ジッシュウ ガ ホイクシャ コウリョクカン ジコ ヒョウカ ニ オヨボス エイキョウ ジッシュウ ヒョウカ オ バイカイ シタ インガ モデル ノ ケントウ

This study examined the causal model of self-efficacy as a preschool teacher before practice preschool teaching, evaluation of practice teaching after practice preschool teaching, and pre-school teacher-efficacy : after practice preschool teaching. A questionnaire survey was conducted on 122 subjects who were female technical college students in preschool education training. The results before and after practice teaching were compared. Self-efficacy was found to have increased after practice teaching. Factor analysis was performed on the evaluation criteria of practice teaching. As a result, the following 4factors were extracted : "skills as a preschool teacher," "attitude toward practice teaching," "curiosity," and "feeling of fulfillment in practice teaching." The causal model was examined with evaluation of practice teaching as an intervening variable. As a result, self-efficacy before practice teaching affected the "skills as a preschool teacher" and "attitude toward practice teaching" during practice teaching. The "skills as a preschool teacher" during practice teaching affected the self-efficacy after practice teaching. In addition, "attitude toward practice teaching" and "feeling of fulfillment in practice teaching" affected "curiosity.