本研究は,実践教育の効果を検討するため,自己決定理論(Deci&Ryan,1985)を基に,介護福祉士養成課程の学生の介護実習前後における自己決定性(内発調整・同一化調整・取入調整・外的調整)の変化と実習中の心理的欲求満足感(関係性欲求満足感・自律性欲求満足感・有能さ欲求満足感)との関係について,横断的研究方法(調査協力者117名)と縦断的研究方法(調査協力者110名)を用いて検討を行った。その結果,縦断的研究において,内発調整が実習後高くなることが見出され,介護実習は学生の介護への自己決定性を高めている可能性が示唆された。さらに,実習中の心理的欲求満足感が高いほど,特に利用者(高齢者)と良好な関係性を築けたという満足感が高いほど,内発調整および同一化調整が促進されることが見出された。介護のように人と関わることが重要となる分野では,実習中の利用者との関係が実習の効果に大きく影響することが示唆された。

To test effects of practical training in the context of self-determination theory (Deci & Ryan, 1985), the present study examined changes in intrinsic, identified, introjected, and external regulation before and after practical training. The study also investigated whether the observed changes could have been predicted from a measure of the participants' satisfaction with respect to their psychological need for relatedness, autonomy, and competence. Participants were recruited from a nursing-care course, with 117 students participating in a cross-sectional study, and 110 in a longitudinal study. The students in both studies showed a higher level of intrinsic regulation toward nursing-care work after practical training had been completed, which suggests that the training may have facilitated self-determination in their work. Additionally, results from the longitudinal study revealed that satisfaction of the 3 psychological needs through the training was predictive of higher intrinsic and identified regulation. The results also suggested that a feeling of positive relatedness with the clients (in this case, elderly people) was the most significant factor related to improvements in the students' self-determination in their work in the nursing-care course.