{"created":"2025-03-28T06:21:57.527770+00:00","id":2000808,"links":{},"metadata":{"_buckets":{"deposit":"30d5fce2-f0fe-4c4c-9bec-a3bb384661d9"},"_deposit":{"created_by":11,"id":"2000808","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000808"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000808","sets":["375:380:1739952354425"]},"author_link":[],"control_number":"2000808","item_1735019115310":{"attribute_name":"item_1735019115310","attribute_value_mlt":[{"subitem_description":"学校環境が中学生のレジリエンスに影響を与えることは，これまでの研究で指摘されてきた。しかし，課題として横断的なデザインが多いため，因果関係が明確でないことや，学校環境を構成するどの要素がレジリエンスに影響を与えるのかが明らかでないことが挙げられる。本研究ではこれらを明らかにすることを目的として，142名の中学生を対象に１年間の縦断的な調査を実施した。得られたデータに対し交差遅延モデルによる分析を行った結果，１年生時の学校環境「明確で一貫した境界の設定」から２年生時のレジリエンス「肯定的な未来志向」へのパス（β=0.15，p<0.05）と，「感情調整」へのパス（β=0.26，p<0.01），及び１年生時の学校環境「高い期待」からレジリエンス「興味関心の追求」（β=0.18，p<0.05）が有意であり，それぞれ十分な適合度が得られた。レジリエンスから学校環境へという方向ではなく，学校環境からレジリエンスへの影響が明らかになった。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1735019314753":{"attribute_name":"item_1735019314753","attribute_value_mlt":[{"subitem_source_identifier":"AN00211590","subitem_source_identifier_type":"NCID"}]},"item_30001_access_rights4":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open 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郁水","creatorNameLang":"ja"}]},{"creatorAffiliations":[{"affiliationNames":[{"affiliationName":"椙山女学園大学生活科学部","affiliationNameLang":"ja"}]}],"creatorAlternatives":[{"creatorAlternative":"Masashi, FURUTA","creatorAlternativeLang":"en"}],"creatorNames":[{"creatorName":"古田, 真司","creatorNameLang":"ja"}]}]},"item_30001_file22":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2025-03-30"}],"filename":"BFEduHirosaki_133_71.pdf","filesize":[{"value":"760 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