@article{oai:hokuriku.repo.nii.ac.jp:00000316,
 author = {小西, 尚之 and Konishi, Naoyuki},
 issue = {38},
 journal = {北陸大学紀要, Bulletin of Hokuriku University},
 month = {Dec},
 note = {本稿の目的は、総合学科のカリキュラムが生徒の進路選択にどのように影響を与えているのかを明らかにすることである。多様なあるいは曖昧な進路希望を持って入学してきた生徒たちは、その進路希望に沿った科目を選択するわけだが、このような総合学科のカリキュラムは生徒たちの進路選択にどのような影響を与えているのだろうか。本稿では筆者が行った、ある総合学科高校におけるパネル調査の結果をもとに、生徒の科目選択という観点から、総合学科における生徒の進路選択の過程を明らかにしている。
　分析では特に、当初の進路が「未定」だった者が「進学」や「就職」に進路変更する際にどのような要因が考えられるかを検証した。その結果、個人的な要因や家庭的な要因では目立った効果が見られなかった。学校的な要因でも、学業成績や普通科目の数学の履修単位数には顕著な効果が見られず、専門科目の総履修単位数が生徒を「就職」へと水路付けていたのである。このことは、多変量を用いたロジスティック回帰分析の結果においても確認された。
　さらに時系列に沿ってより詳細に分析すると、総合学科高校において進路「未定」者が「就職」になる際の専門科目の効果は、高校生活の前半で特に顕著に見られた。普通科目ではなく工業や商業の専門科目を多く履修することは実質的にその後の生徒の進路選択を大きく制約してしまう。高校1年次の科目選択がその後の生徒の進路選択を決める。今回の結果はこのことを改めてデータの上で裏付けたものと言える。

The purpose of this paper is to clarify how the curriculum of “Integrated Course” senior high school affects the career choice of students. Students with vague course hope entered “Integrated Course” senior high school and experienced various learning courses in their first year. In their first year, they choose subjects according to their career expectations, but do subject choices ultimately have any influence on students’ course choices? Based on the result of a panel study in a certain “Integrated Course” senior high school, I clarify a process of a change of the career choice of the students from the viewpoint of curriculum tracking. 
In this paper, I pay attention to the cause of change in expectation from “course undecided” to “entering a university” or “getting a job”. As a result of this analysis, I found that individual and family backgrounds had no effect on the change in the expectation. In addition, high school grades and course credits of mathematics had no effect on the change, too. It becomes clear that course credits of vocational subjects influence the change. Based upon the foregoing, it is suggested that the amount of credits of vocational subjects affects the course change in expectation from “course undecided” to “getting a job”. In addition, there was a statistically meaningful effect on the change. I used logistic regression analysis with individual subject grades, gender, domestic study time, and curriculum as the main independent variables to study the overall effect of these factors on the individual’s course change. 
In addition to this, I analyzed these effects from a time-varying perspective. The result showed that the students who took many credits of vocational subjects were more likely to change the course in their first year of school life. This shows that curriculum tracking affects students’ course choices soon after entering “Integrated Course” senior high school. Subject choices in their first year decide their career choices. This research backed up the fact by data.},
 pages = {99--112},
 title = {高校生はいつ、どのように進路を決めるのか―継続的調査における進路未定者の特性と動向―},
 year = {2014},
 yomi = {コニシ, ナオユキ}
}