@article{oai:sucra.repo.nii.ac.jp:00017218,
 author = {吉田, 俊和 and 坂西, 友秀},
 journal = {名古屋大學教育學部紀要. 教育心理学科, Bulletin of the Faculty of Education. The Department of Educational Psychology},
 month = {},
 note = {Two studies were conducted. In the first study, 341 undergraduates (junior and senior) from three universities were given a questionnaire to assess their relationships toward their teachers. Interpersonal relationship was here defined as interpersonal attitude composed of three components-cognitive, feeling, and action tendency. On 52 scales students rated each of their teachers belonging to the same course of the faculty, on the other hand, teachers were asked to infer their students' average responses on the same scales. The main results were as follows: 1. Students' rating scores were rather positive in cognitive and feeling components. 2. In action tendency component, however, those scores were as extremely negative as that inferred by teachers. In the second study, 539 undergraduates (junior) from seven universities were given a questionnaire to assess their relationships toward their teachers and their orientations toward college life. Recalling three of their teachers, charged in 5th, 8th, and 11th grade, students rated each of them as well as their seminar teacher in action tendency components. Major finding obtained were as follows: 1. Average rating scores toward their seminar teachers appeared to be neutral. 2. As the grade go up, the degree of superficial contact with their teachers seemed to be on the decrease. 3. Based on rating scores toward their seminar teachers, students were classified three groups (H, M, and L). Students of H-group tended to select more active reasons for their entrance, and to approve more important value of their college life., text, application/pdf},
 pages = {211--225},
 title = {大学における教師-学生の人間関係(II)},
 volume = {31},
 year = {1984},
 yomi = {バンザイ, トモヒデ}
}