The Annual Report of Educational Psychology in Japan
Online ISSN : 2186-3091
Print ISSN : 0452-9650
ISSN-L : 0452-9650
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Volume 53
Displaying 1-37 of 37 articles from this issue
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Erratum
I Reviews of Research Trends in Educational Psychology in Japan During the Past Year Development :
  • Review of Psychological Studies on Infants and Young Children
    IZUMI UEHARA
    2014 Volume 53 Pages 1-13
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.1
    JOURNAL FREE ACCESS
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    　　This paper reviews the studies on infants and young children in "The Japanese Journal of Educational Psychology", "The Japanese Journal of Developmental Psychology, "The Japanese Journal of Psychology", and "Japanese Psychological Research" published between July 2012 and June 2013, and those in the proceedings of the 55th annual meeting of the Japanese Association of Educational Psychology.　The current interests of these studies are widespread : nonverbal cognition, language, number, sociality, relationship between children's behavior and parenting, issues on parents and nursery school teachers, quality of nurture, and preschool education.　I classified these studies into three categories and surveyed them, noting the academic and educational importance of each of these studies.　I also discuss the necessity of synthesizing the findings.
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  • Review of Developmental Studies During Childhood and Adolescence
    HAJIMU HAYASHI
    2014 Volume 53 Pages 14-24
    Published: March 30, 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.14
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    　　This article reviews studies on development during childhood and adolescence published between July 2012 and June 2013 in Japan.　These studies were published in the Japanese Journal of Educational Psychology, the Japanese Journal of Psychology, the Japanese Journal of Developmental Psychology, and the Proceedings of the 55th Annual Meeting of the Japanese Association of Educational Psychology.　These studies are classified into six categories : cognitive development, social cognition, interpersonal relationships, self, mental health and adjustment, and the rest.　In each category, various studies are reviewed, on such topics as information processing, understanding the concept of lying, peer groups, identity, resilience, and educational studies.　In the general discussion section of this article, problems of method and future research directions building on these studies are discussed.　The author suggests that developmental studies should emphasize social contributions and interdisciplinary studies.
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  • Review of Recent Studies on Psychological Development in Adulthood and Old Age
    Yukiko NISHITA
    2014 Volume 53 Pages 25-36
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.25
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    [in Japanese]
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  • Balance Between Private and Public Selves :
    Trends in Personality Research on Adaptation
    MASATO SAWADA
    2014 Volume 53 Pages 37-49
    Published: March 30, 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.37
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    　　This study reviews the psychological research on personality conducted in Japan between July 2012 and June 2013 and discusses its trends and accomplishments.　Traditionally, adaptation has been discussed from two viewpoints : the internal aspect of adaptation related to self-evaluation measured by self-esteem and sense of authenticity and the external aspect of meeting the demands and expectations from the environment such as consideration for others and relational maintenance.　This study, in accordance with these perspectives on adaptation, focuses on personality and its related concepts in describing an imbalanced state of those internal and external aspects of adaptation.　To perform this analysis, the study uses over-adaptation, which plays down the internal aspects and values the external aspects, as a foundation and references the concept that excessively emphasizes either aspect.　Taking into account the role of personality in improving the imbalance, the study reconsiders the meanings of adaptation exhibited in the dark side of adaptation seen in bullying and the limitations of the understanding of adaptation with internal and external aspects.
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  • Current Directions in Japanese Educational and Social Psychology
    Masanori OIKAWA
    2014 Volume 53 Pages 50-56
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.50
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    　　In recent years the field of educational and social psychology in Japan has become a comprehensive academic and applied discipline encompassing a broad array of mental functions and behaviors, in addition to traditional lines of work on how humans learn in educational settings.　This annual review summarizes the current state of understanding of the field and suggests future directions by analyzing studies reported at the 55th annual meeting of the Japanese Educational Psychological Association and by evaluating goals accomplished by research published in the past year.　The analysis of studies reported at the annual meeting identified four central themes: school adjustment, interpersonal relationships, teaching, and social skills.　In reviewing recent developments, innovative research publications offering theoretical and applied contributions were found in each of these areas.　The major challenge for the field is to sustain and to cultivate the foundation for further innovation by developing an integrative framework that pieces together relevant theories and findings and by advancing theories for an evidence-based approach to education and the society.
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  • Current Trends in Learning and Instructional Psychology :
    Relevance of Research to School Practice
    TOSHIHIKO SHINDO
    2014 Volume 53 Pages 57-69
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.57
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    　This chapter reviews publications from the past year on the psychology of learning and instruction from the perspective of their relevance to school practice.　The features of these publications are also compared with those from a decade ago.　This study suggests that research in this area can be classified into two types : developing instructional strategy for a specific aspect of a school subject, and specifying and drawing correlations between general factors related to education.　Compared with a decade ago, certain research themes have changed.　For example, studies on cooperative learning and self-regulated learning have increased, as have studies in clinical research in which researchers themselves participate in a given school practice.　Finally, this work proposes new directions for how research should be conducted.
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  • Trends in Psychometrics and Educational Measurement in Japan: :
    Toward Recognition of the Importance of Valid Construct Measurement
    HIDETOKI ISHII
    2014 Volume 53 Pages 70-82
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.70
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    　　This study reviews research on psychometrics and educational measurement published in the second half of 2012 and the first half of 2013 in Japan.　Classifying constructs into psychological traits (e.g., personality and emotion) and abilities, each study is reviewed from the viewpoints of scale development, testing, supporting test development, theory, and others.　The review found that (1) some researchers do not consider confirming the reliability and validity an important part of scale development; (2) some short-form scales are easily composed by merely fitting path models; (3) item response theory is no longer for researchers alone but also for users; (4) disseminating technical knowledge of measuring constructs is necessary in this society where miscellaneous tests and scales abound; however, (5) Japan has few specialists in psychometrics and educational measurement.　All educational psychology researchers must spread awareness of not only "Evaluation BY Tests" but also "Evaluation OF Tests."
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  • Trends and Issues in Clinical Psychology from the Perspective of Difficulty in Child Rearing
    MASARU KAGAWA
    2014 Volume 53 Pages 83-95
    Published: March 30, 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.83
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    　This article reviews studies on clinical psychology of childhood and adolescence between July 2012 and June 2013.　The following categories of studies were identified: The development of psychotherapy and counseling; psychological support for social withdrawal; psychotherapeutical approaches to developmental disorders and trauma such as the defense mechanism of acting-out among females; psychotherapy in foster homes, including schools and student counseling centers; psychotherapeutical approaches for parents; counseling for foreign students; projective techniques; adjustments in childhood and adjustment and development of adolescent children.　The trend of the studies indicates various difficulties in child rearing and development through childhood to adolescence, and argues in favor of a greater collaboration between experts and non-experts in various fields.
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  • Trends and Issues in Educational Psychological Research in Special Needs Education in Japan
    Educational Research for Children with Severe Motor and
    TOMIO HOSOBUCHI
    2014 Volume 53 Pages 96-107
    Published: March 30, 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.96
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    　　This paper reviewed domestic research on developments in Japan's special needs education, conducted between July 2011 and June 2012.　The major studies were conducted on non-categorized disorders and autism spectrum disorder.　Then, studies on children with severe motor and intellectual disabilities were reviewed in four categories : deaf -blind, health care needs, terminal care, and dignity of life.　General trends in current studies and implications for future studies were discussed.
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  • Trends and Issues in School Psychology
    HIROTO MARUYAMA
    2014 Volume 53 Pages 108-119
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.108
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    　　This study reviews research on school psychology conducted between July 2012 and June 2013.　Many problems in schools concern the relationships among teachers, students, parents, and specialists.　Considering the various relationships in a school, this review identifies seven types of relationships and specifies topics in each relationship.　Furthermore, from the perspective of school psychology, this review identifies three approaches to problems in school : (1) implementing psychoeducation or training to develop new skills, (2) renewing teachers' awareness of teaching practices and finding resources embedded in school activities, and (3) offering new perspectives and new teaching methods based on the extant studies.
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II Working Memory and Education : Recent Advances in Cognitive Psychology
  • Working Memory and Education:
    Recent Advances in Cognitive Psychology
    Satoru SAITO
    2014 Volume 53 Pages 120-132
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.120
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    　　Working memory underpins the transient retention of information in the service of cognitive processes within a variety of tasks.　As this memory function restricts our ability to regulate mental processes, it potentially characterizes our learning and educational activities.　This article reviews three lines of working memory research in cognitive psychology : Short-term retention of verbal information, the relationship between storage and processing in working memory, and the role of working memory in learning activities.　These three research areas constitute promising directions in working memory research.　Although the present paper limited its scope to relatively basic studies, the findings reported here could lay the foundation for applied working memory research in educational settings.
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III Overviews on Current Research Topics
  • Historical Changes and Recent Developments in Research on Discrimination andPrejudice :
    From Pessimism to Optimism
    TOMOKO IKEGAMI
    2014 Volume 53 Pages 133-146
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.133
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        Despite our enduring efforts to exterminate discrimination, many people continue to suffer from it.  This article traces historical changes in theoretical perspectives and research paradigms regarding discrimination in the field of social psychology.  Furthermore, it discusses why the situation is so resistant to improvement.  One possible answer is that discriminatory behavior and prejudiced thinking are deeply rooted in humans’ normal, adaptive psychological functions, which operate automatically in nature.  Nevertheless, many theorists have suggested that we must consciously and intentionally control such psychological processes ; this further complicates the problem.  On the basis of recent developments in contact hypothesis and the malleability of implicit attitudes, new perspectives are emerging, and providing some optimism.  This article also discusses these new perspectives.
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  • Hypothesis Testing, Effect Size, and Fit Indices :
    Application of Structural Equation Modeling to Analysis of Variance
    KOJIRO SHOJIMA
    2014 Volume 53 Pages 147-155
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.147
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        In decision making in statistics, the p-value has been exclusively used in statistical hypothesis testing to determine whether the hypothesis is accepted.  However, the p-value has a major drawback : when the sample size is large, the p-value falls below the significance threshold by default, leading to inappropriate conclusions regarding statistical significance.  In recent years, apart from the p-value, effect size is considered important in the process of statistical decision making.  Effect sizes are measures of the strength of a phenomenon (e.g., an experiment or treatment), and they do not depend on the sample size.  As a related issue, in structural equation modeling (SEM), analysts can use many fit indices in model selection.  In addition, the t-test and analysis of variance (ANOVA), frequently used in hypothesis testing, are sub-models of the SEM.  Therefore, analysts can consider many fit indices in the t-test and ANOVA in statistical decision making.  In this study, we provide an example of model selection that references many fit indices by using a one-way within-subjects ANOVA.
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IV Educational Psychology and Practical Activities
  • Developments and Issues in Practical Studies of E-Learning
    Atsuko TOMINAGA, Chiharu KOGO
    2014 Volume 53 Pages 156-165
    Published: March 30, 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.156
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    　　This article reviews practical studies of e-learning in Japan during the past decade.　Education using networks, personal computers, and mobile computers has become commonplace with the development of information and communications technology (ICT) ; this is called "e-learning."　First, we examined studies comparing traditional education and e-learning, and found that e-learning is equally or more effective than traditional education.　Second, the reported findings revealed that repetitive learning can be optimized by using e-learning and that feedback to learners can be installed in an e-learning system suggesting that e-learning is effective.　Moreover, we found that compensating for shortcomings in e-learning with respect to teacher presence, blended learning, and mentoring is necessary.　Finally, we identified future issues in e-learning.
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  • From Design Studies for Domain-Specific Conceptual Changes Back to Studies Dealing with Domain-General Skills :
    Implications of Working Memory Studies for Education
    MASAMICHI YUZAWA
    2014 Volume 53 Pages 166-179
    Published: 2014
    Released on J-STAGE: December 24, 2014
    DOIhttps://doi.org/10.5926/arepj.53.166
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    　　Domain-specific knowledge has been considered important in problem solving since Piaget's theory of domain-general developmental stages was criticized and cognitive psychology evolved in the 1970s.　Conceptual changes have also been regarded as dependent on the development of domain-specific theories.　In addition, the socio-cultural theorists propose the idea that conceptual changes mean the person could participate in the contexts of using the concept or learn how to communicate with the concept.　Currently, researchers aiming at conceptual changes use an approach of describing in detail the development of problem solving in a domain.　In contrast, domain-general skills such as meta-cognition, argument skills, and working memory have become the focus of attention as sources for learning and creating new concepts.　The theory of working memory, in particular, would be expected to be applied to education, based on data accumulation by experimental and brain research because it is clear that working memory relates closely to developmental disorders and learning problems.　Thus, educators investigating the developmental characteristics of children with developmental disorders could successfully help them participate in learning, and research based on the theory of working memory would provide a key to the next step in their learning.
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V The 55th Meeting of the Japanese Association of Educational Psychology
Special Lecture Planned by the Organizing Committee
Symposia Planned by the Organizing Committee
Tutorial Seminar Planned by the Research Committee
Symposia Planned by the Research Committee
Tutorial Seminar Planned by the Research Committee
VI Special Lecture for Preventing Harassments
VII Open Symposium Planned by the Japanese Association of Educational Psychology
VIII Kido Award : Selection Process and Comment & Recipients ' Comments
IX Outstanding Paper Award : Selection Process and Comment & Recipients ' Comments
X Summaries of Doctoral Dissertations in the Field of Educational Psychology
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