上野雄己・日高一郎・福留東土（東京大学）
Relationship between Autonomous Inquiry-based Learning and Personality Traits:
A Graduate Survey of Secondary School in Tokyo Metropolitan Area
Yuki Ueno, Ichiro Hidaka, and Hideto Fukudome
March, 2021
Abstract
This study aimed to investigate the relationship between autonomous inquiry-based learning and personality traits for a graduate of secondary school in the Tokyo metropolitan area. Data were obtained from a cross-sectional study by the “Survey of Graduates of the Secondary School Attached to the Faculty of Education, the University of Tokyo on Learning and Work.” The participants were 351 adults (186 men and 165 women; mean age = 40.86 years, SD = 11.87, age-range = 24–69 years). After controlling for socio-demographic factors (age, sex, marital status, child status, and household income), learning at the higher education (motivation for learning and grade), work (environment, attitude to work, and personal income), and motivation for autonomous inquiry-based learning, the results of hierarchical multiple regression analysis indicated that experience in autonomous inquiry-based learning was positively significantly associated with general factor of personality for high-order factors of the Big Five personality traits. There was a significant negative association between exploration in autonomous inquiry-based learning and the general factor of personality, while no significant association was observed between discussion in autonomous inquiry-based learning and general factor of personality. These findings suggest that the sub-dimensions of autonomous inquiry-based learning have different relations to the general factor of personality. Autonomous inquiry-based learning in secondary school may contribute to the formation of qualities for successful adaptation to society and the improved awareness of learning for higher education and work. Further longitudinal studies are required to examine the relationship between autonomous inquiry-based learning and personality traits.
