1. 大学における9つの系への適性診断検査を作成するために,性格,興味,能力,職業への関心,高校教科の得意,不得意の45の尺度からなる適性検査を大学の専門課程に学ぶ480名の学生に実施した。 2. これらの被験者のうち,現在学んでいる自分の専門にじゅうぶん適応していないとおもわれる人を除外し,残った人を9つの系の基準群として,これらの人が自分の所属している系に,最も近く診断されるように多重判別関数方式,因子分析方式による診断方式に従って診断を行なった。 3. 多重判別関数方式による診断によると,9つの系は,4つの因子でかなり明確に分離され,各人の8つの因子得点と9つの系の重心との距離を測って,最も距離の短くなる系を最も適している系とする診断方式によって,基準群被験者360名のうちの76.1%が自分の所属する系に最も適していると診断される結果かえられた。 4. 因子分析の主因子解によってえられた因子得点に基づく診断は,多重判別関数方式による診断よりかなり精度が低いことが判明した。 5. 距離の算出においては,多重判別関数方式では市街モデルの方が,因子分析方式がユークリッドモデルの方がより精度の高い診断がされた。 6. 多重判別関数と因子分析によって得られる因子構成にはかなりの相違がみられる。 6. 自分の現在学んでいる専門にじゅうぶん適応できていない人の90%近くは,自分の所属している系に遠いと診断され,自分の現在学んでいる専門に比較的適応できていて,自分の所属している系に遠いと診断された人は14名前後である。これらの結果から,全体的にみてかなりの高い精度の診断の結果が得られたといえる。(多重判別関数方式の市街距離モデルによる診断) 7. 1人の例外もなく誤った診断がされないようにしていくためには,テスト尺度の構成や新しい診断の理論方式についての検討が行なわれていかなければならない。

As the electronic computers have been widely used, various kinds of the aptitude diagnosis tests by the use of comoputers have been devised, but few of them are validated from the standpoint of psychology. Generally, the norm of the diagnostic procedures of the aptitude test must have as its basis on the data of the criterion groups of the aptitude which the tests intend are to designed to measure. In view of this point, this study aims to investigate the best method of the aptitude diagnostic procedures, using two types of multivaliate analysis. The subjects are 480 sudents of Tokyo University who take specialization courses, including 117 graduate students. They are divided into nine courses: law, economics, literature, education, mathematics and physics, engineering, architect, chemistry, medicine. In each of nine courses, there are at least 40 students, who are satisfied with the choice of their own specialization courses, whom we call criterion groups of aptitude for each courses. They answered the items of the aptitude test battery which consists of following subtests: i) personality test (14 scales), ii) interest test (8 scales), iii) ability test (5 scales), iv) rating scales of vocational interest (8 scales), v) the records of high school subjects (10 scales). In addition to these items, they rated the degree of satisfaction with their choices of their courses from five aspects. Based upon these data, diagnostic procedure of the aptitude for nine courses are estabilshed by the method of multiple discriminant analysis and factor analysis. The main results are as follows. (1) By multiple discriminant analysis, four main factors are extracted, the meanings of which are as follows; i) natural science v.s. humanities, ii) architect v.s. medicine and chemistry, iii) business, iv) social welfare. Subjets of the nine courses are located in the Euclidian space with these dimensions. Applying city block distance model (Atteneave 1950) to this space, 76.1% of the criterion subjects are diagnosed to fit best to the courses they belong. When we compare the results of all the subjects with the degree of satisfaction, we find that no less than 90% of students who are satisfied, are diagnosed to fit well to their courses. Except for 14 students who are satisfied with the choice of their courses, but not diagnosed to fit well to their courses, the results of the diagnosis using multiple discriminant analysis are more valid than have been expected. (2) The diagnoses by factor analysis are found to be inferior in its validity to that of discriminant analysis. (3) In the diagnostic procedure, two kinds of the distance method are used. In case of discriminant analysis, city block distance models are better, but in case of factor analysis, Euclidian distance models (Togerson 1952) are better. (4) The great difference is recognized between the factor structure of discriminant analysis and that of factor analysis. (5) Further investigation is needed in order to construct the new forms of the test scales, or to develop the theory of aptitude diagnosis so that the results of the tests may do no harm to the testee.