言語聴覚士学生26名に2日間のアサーション・トレーニングを実施し,「相互作用不安尺度」(IAS),「特性的自己効力感尺度」(SES),「アサーティブ・マインド・スケール」(AMS)を用いて効果を検討した。いずれの尺度でも,トレーニング前後で得点は望ましい方向へ有意に変化(IASでは低下,SESとAMSでは上昇)した。トレーニング前の得点をもとに参加者を3群に分けると,もともと望ましさの高かった群(IASでは低得点,SESとAMSでは高得点)ではトレーニング前後でほとんど得点は変わらなかったが,その他の群では1つの例外を除いて有意な改善があった。例外だったSESの低得点群でも,統計的検定のp値は0.06で,有意レベルに近かった。アサーション・トレーニングは,相互作用不安の低減や自己効力感およびアサーティブネスの向上に有効であり,学生のコミュニケーション能力向上を支援する方法のひとつとして適切だと考えられる。

In order to examine the efficacy of an assertion training program for student speech-language-hearing therapists, a 2-day training course was conducted. 26 students participated in the course. Evaluation was carried out using 3 psychometric scales, i.e., Interaction Anxiousness Scale (IAS), Generalized Self-efficacy Scale (SES), and Assertive Mind Scale (AMS). The scores of all the 3 scales were significantly improved after the training. When the participants were divided into 3 groups according to the pre-training scores, in the "high desirability" group, i.e., the low score group in IAS, and the high score group in SES and AMS, the pre-training scores and the post-training scores were almost the same. On the other hand, in the middle score group and the "low desirability" group, significant improvement was observed in all the 3 scales, except for the low score group in SES, whose p value of a t-test was 0.06, which is close to the significance level. It can be concluded that assertion training is effective in reducing interaction anxiousness and enhancing self-efficacy and assertiveness, and is appropriate as a means of supporting students in improving their communication ability.

原著

Original Article

国立情報学研究所で電子化