@article{oai:ir.kagoshima-u.ac.jp:00015023,
 author = {桜井, 芳生 and Sakurai, Yoshio},
 issue = {1,2},
 journal = {九州地区国立大学教育系・文系研究論文集, The Joint Journal of the National Universities in Kyushu. Education and Humanities},
 month = {Mar},
 note = {筆者は，桜井（2010）において日本戦後社会における格差と教育について一つの仮説を提起した．昨今よく議論される格差社会の問題，とくに，格差と教育に関して，いわゆる学界ではほとんど言及されていないとおもわれる一つの仮説を提起した．すなわち，「教育ゲームにおける，学力の主観的認知完了による勉強期待」仮説，である．もしこの仮説が成立していると，時代が経るにつれて「収入・職業威信などを統制したうえでの，本人学力→子どもへの教育意識」の影響力の強さは増加する，という反証可能な予測をたてることができる．前稿（桜井 2010）においては，SSM95データのみが筆者にとって利用可能だったため，統計的分析は間接的なものに終わった．この度，SSM05データの分析が可能になり，上記の仮説の直接的検証が可能となった．分析の結果，予想に即した結果を得た．最後に，数点にわたって，このアプローチの今後の課題を指摘した．, The author raised a hypothesis about disparities and education in the post war Japanese society in xx (2010). I raised a hypothesis about the problem of disparity society which is often discussed recently, especially concerning disparity and education, which is thought to be rarely mentioned in so called academic circles. That is, "hypothesis of study expectation due to subjective rec ognition of academic achievement in educational games". If this hypothesis is established,we can meke predictions that as the time passes, the strength of the influence of "personal academic ability educational awareness for children after controlling inc ome and occupational prestige etc." will increase. In the previous article (xx 2010), since only SSM 95 data was available to the author, the statistical analysis was indirect. Analysis of SSM 05 data became possible, and direct verification of the above hypothesis became possible. As a result of the analysis, we obtained results that were in line with expectations. Finally, I pointed out the future challenges of this approach over several points.},
 title = {続「教育ゲームにおける学力の主観的認知完了による勉強期待」仮説　10年後データによる検証},
 volume = {6},
 year = {2020},
 yomi = {サクライ, ヨシオ}
}