2020年 12月 第3巻 第1号 掲載 原著論文査読あり
要 旨
The purpose of the present study was to elucidate the developmental changes of readiness of parenthood and self-identity in undergraduate students within the same grades and between the four grades of students, using the Readiness of Parenthood Scale and the Identity Scale. A total of 597 participants from 1-4 grades in a psychology department of a Japanese university answered the questions in the unified questionnaires in May of 2014 and Junauary of 2015. Resulting date from the 429 participants who answered the questionnaires in both 2014 and 2015 were analyzed. Moreover, we also examined the influences of educational experiences observing behavior of young children and child rearing by mothers through an developmental psychology course upon scores of these scales. The main results revealed that as a whole the developmental changes in readiness of parenthood and self-identity were not consistent neither within the same grades nor between the grades. It is shown that the female students like young children more than male students, but there is no difference on motivation of positve involvement to child rearing between female and male students. It was also shown that the educational experiences had positive influence on readiness for parenthood and self-identity in undergraduate students.
Key words : readiness for parenthood, self-identity, undergraduate students, developmental change
Kobe Gakuin University Journal of Psychology
2020, Vol.3, No.1, pp.1-11