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高校生の朝食内容と疲労自覚症状との関連について検討すること，また食育のための基礎資料を得ることを目的とした。富山県の高校（4校）の生徒（1497人）を対象に，無記名自記式のアンケート調査を実施し，有効回答1318人について分析を行った。朝食内容の実態については，「主食+主菜+副菜」である者は28.9％，「主食+1品」43.7％，「単品」23.7％，「欠食」3.6％であった。多変量ロジスティック回帰分析の結果から，疲労自覚症状の高さには，朝食が欠食であること（オッズ比[OR]:2.72，95%信頼区間[95%CI]:1.46-5.06)，朝食内容が単品であること（OR:1.58，95%CI:1.13-2.21），睡眠時間が6時間未満であること（OR:1.35，95%CI:1.03-1.76）が有意に関連していた。高校生の疲労自覚症状を低減するためには，睡眠時間と朝食欠食に加え，朝食内容が充実するように働きかける食育の必要性が示唆された。

This study focuses on the influence of school uniforms on the wearers' emotions and behavior from the perspective of clothing psychology. University students were asked about how they felt when they wore their school uniforms in high school.(1)"Regulations on school uniforms": The regulation that left the strongest impression on female students was the one on skirt length while for male students it was either the one regarding the number of buttons they were allowed to leave unfastened or the one on how to wear their trousers.(2)"What they did to express their individuality when they were in their uniforms": They used brightly-colored fancy goods or changed their hair styles because their school uniforms were mainly dark in color, such as black and dark blue.(3)"Their impressions on school uniforms": Mostly negative, such as "tacky," "old-fashioned," and "plain." Female students evaluated school uniforms lower than their male counterparts, showing that they were dissatisfied with their uniforms.(4)"How they felt when they went to school": Many students felt school uniforms made things easier because, unlike the case of ordinary clothes, they do not have to wonder what to wear. School uniforms are also considered as an important piece of clothing for high school students because they help students get into a proper mindset, bring a positive sense of tension, and help them develop a feeling of belonging.

高校における発達障害のある生徒の特徴やとらえ方に対する教師の意識を明らかにするため，全国から無作為抽出した普通科と専門科，計794校を対象に質問紙調査を実施した。回収数は128校（16.1％）であった。調査の結果，発達障害の診断のある生徒は，普通科・専門科にかかわらずアスペルガー症候群がもっとも多かった。また生徒のネガティブな特性項目であっても，それが学校生活上の不利益になっているかどうかや，それが個性として尊重されるかどうかは，普通科・専門科の教員による違いがみられた。これは，普通科と専門科の学習内容や学習形態の違いに起因すると考えられ，普通科の教員は認知特性に凸凹がある生徒の困り感に気付きにくく発達障害のある生徒の存在を認識しても適切な支援ができていないこと，優れた側面を持っている2Eといった生徒の存在自体の認識や能力の引き出し方に対するアプローチが低いことが示された。

This study analyzed how school uniforms influence the behavior and lives of high school students by conducting a questionnaire survey involving 811 male and female high school students in Tokyo Metropolitan and Toyama Prefectures on the amount of their monthly allowance, present satisfaction levels, and school-uniform-wearing behavior.(1)"The average monthly allowance" is 4,587 yen for males in Toyama, 5,822 yen for males in Tokyo, 4,173 yen for females in Toyama, and 7,369 yen for females in Tokyo. The allowance of males in Tokyo is 47% of what it was 10 years ago, indicating that the students' financial condition is tight.(2)"Satisfaction levels" for school uniforms are generally low with females in Toyama (10.7％), females in Tokyo (17.7％), males in Toyama (18.6％); and males in Tokyo (17.4％). There is little difference in the satisfaction levels for school uniforms between male students in Toyama and their Tokyo counterparts. The satisfaction level of female students in Toyama is significantly lower than that of female students in Tokyo, indicating that some countermeasure is required.(3) Factor analysis of the questionnaire items on "high school students' school-uniform-wearing behavior" extracted 5 factors for males: "clothing in disarray," "desire for expressing individuality," "attachment to uniforms," "how they look when they wear a uniform," and "functionality of uniforms." For females, one factor, "management of uniforms," was added to the above, making the number of factors six in total.

本報では，高校生に対するその教育の必要性を 1）学習関心があるか，2）どの視点から教育するのが効果的であるか，の 2点から男女別に検討する。高校生に対する乳がん教育についての論文はないので，本報で検討を試みた。