本研究は、介護福祉士養成校の在学生を対象に、自己教育力の横断的な調査を行った。介護福祉学生の自己教育力の構造を明らかにするため因子分析した結果、『目標意欲因子』・『プライド因子』・『自己肯定因子』・『行動統制喪失因子』・『内省因子』・『感情統制因子』・『発展意欲喪失因子』・『目標喪失因子』の8因子が抽出された。また、短大生は専門学校生より、自己教育力得点と、『自己肯定因子』の因子得点が高かった。反面、『発展意欲喪失因子』の因子得点も高かった。全学校の1年次生と2年次生では、『発展意欲喪失因子』・『目標喪失因子』共に、2年次生の方が得点が高かった。以上のことから、短大生の方が専門学校生より高い自己教育力を持っていると推測されるが、短大生・専門学校生共に、学年があがるに従って自己教育力が身についているとはいえなかった。This study presents the result of the cross-sectional study of the care and welfare students on their ability of self-education. The results of the factor analysis to know the constitution of the ability of self-education are that eight factors of \u27the goal desire factor\u27 \u27the pride factor\u27 \u27the self affirmation factor\u27 \u27the action control loss factor\u27 \u27the introspection factor\u27 \u27the feeling control factor\u27 \u27the development desire loss factor\u27 \u27the goal loss factor\u27 were obtained. The points of the junior college students are higher in the ability of self-education, \u27the self affirmation factor\u27, and \u27the development desire loss factor\u27 in comparison with that of the professional school students. The points of \u27the development desire loss factor\u27 \u27the goal loss factor\u27 of second year students are higher than the first year students. It is conceivable that the junior college students have higher the ability of self-education than the professional school students from over. However, it is not able to say that the ability of self-education is acquired in accordance with the rise of the academic year, with both students
