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2018000005-20180150.pdf
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Title |
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適応的な就学に資する環境要因に関する研究
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Kana |
テキオウテキナ シュウガク ニ シスル カンキョウ ヨウイン ニ カンスル ケンキュウ
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Tekiōtekina shūgaku ni shisuru kankyō yōin ni kansuru kenkyū
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A study on environmental factors contributing to adaptive school attendance
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藤澤, 啓子
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フジサワ, ケイコ
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Fujisawa, Keiko K.
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慶應義塾大学文学部准教授
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Research team head
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慶應義塾大学
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ケイオウ ギジュク ダイガク
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Keiō gijuku daigaku
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2019
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学事振興資金研究成果実績報告書
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2018
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Abstract |
慶應義塾大学ふたご行動発達研究センターにおいて実施された『就学前後のふたごの子育ち環境に関する調査』において,就学前期(年長12月)と就学後期(小学1年生12月)の二時点で収集された,延べ500組超の双生児データの分析を行った。注目した変数は,適応的な就学に向けてのリスク要因となる,子どものADHD傾向と登校しぶり傾向である。Latent Change Soreモデルを用いて,表現型について分析した結果,1) 就学前の年長時点でADHD傾向が高いほど,登園しぶり傾向も高いこと,2) ADHD傾向や登園登校しぶり傾向は,就学移行を経て集団レベルでは平均的には有意な変化はないが,変化の個人差は有意であったこと,3) ADHD傾向と登校しぶり傾向の変化の因子同士には有意な相関があり,ADHD傾向が悪化した場合には登校しぶり傾向も悪化し,ADHD傾向が改善した場合には,登校しぶりも改善されることが示された。さらに,Latent Change Scoreモデルと行動遺伝学モデルを組み合わせたモデルを用いて分析した結果,1) 就学前におけるADHD傾向と登園しぶり傾向の関係には遺伝要因が寄与していること, 2) ADHD傾向と登園しぶり傾向の変化の個人差には,非共有環境要因が寄与していること,3) ADHD傾向と登校しぶり傾向の変化の因子同士の関係は,非共有環境要因が媒介していることが示された。これらの結果から,子ども個人レベルの配慮や支援,個別化された環境の整備が良好な就学移行をもたらすことが示唆された。
Data of approximately 500 twin pairs collected at two points in time—before and after elementary school entry—were analyzed. Our analysis revealed that: 1) the higher the ADHD tendency before school entry, the more reluctant the child is to go to kindergarten (school reluctance); 2) the ADHD tendency and the school reluctance did not significantly change at the mean level during the transition to school. However, there were significant intra-individual variations in terms of their changes; 3) there was a significant correlation between change scores of the ADHD tendency and of the school reluctance. Moreover, an analysis combining a latent change score model and a model of behavioral genetics demonstrated that: 1) a genetic factor mediated the association between the ADHD tendency and the school reluctance before school entry; 2) the individual differences in the change scores of the ADHD tendency and of the school reluctance were influenced by non-shared environmental factors; 3) the association between these change scores was mediated by a non-shared environmental factor. These results suggested that individual-level child care and support, as well as arrangement of individualized environments give rise to successful transition to school.
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