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 54
Displaying 1-29 of 29 articles from this issue
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I Reviews of Research Trends in Educational Psychology in Japan During the Past Year Development :
  • A Review of Psychological Studies on Children in Infancy, Early and Middle Childhood :
    What We Can Learn from It
    EMIKO KATSURADA
    2015 Volume 54 Pages 1-15
    Published: June 30, 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.1
    JOURNAL FREE ACCESS
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        This paper is a review of studies on children in infancy, early and middle-childhood, published in Japanese Journal of Educational Psychology, Japanese Journal of Developmental Psychology, Japanese Journal of Psychology, Japanese Psychological Review over the last year (from July 2013 to June 2014) and proceedings of the 56th annual meeting of the Japanese Association of Educational Psychology.  Studies reviewed represented seven content areas : cognitive development, social cognition, social development, interactions between children and their mothers, studies on parents, studies on educational practice, and studies on developmental disability.  My personal comments including suggestions about future research were added to each study.  After reviewing those studies, I particularly addressed the importance of collaboration between researchers and school teachers in education-related field studies and the impact of emotion on cognitive process as a future research direction.
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  • Review of Recent Studies on Psychological Development in Adolescence,Adulthood and Old Age
    NAHOKO KUSAKA
    2015 Volume 54 Pages 16-29
    Published: June 30, 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.16
    JOURNAL FREE ACCESS
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        This article reviewed studies on development during adolescence and old age, published in Japan between July 2013 and June 2014.  These studies were classified into the following five categories : cognitive and intellectual development, personal development, development of social attitude and interpersonal relationships, career development, and social participation.  Furthermore, 12 subcategories were further derived from these five categories.  A few of the studies contained data from multiple developmental stages throughout adulthood.  There was an increasing number of studies from each category that applied the life-span developmental perspective.  These studies clarified the process of interaction between self and other, in both an historical and cultural context.  Through reviewing the studies, it was found the results of the research can be applied to clinical practice, and in the same way, the results of clinical practice can be adapted to the field of research.  Lastly, the importance of better interaction in developmental research and clinical practice are discussed.
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  • Trends in Personality Psychology
    IORI TANI
    2015 Volume 54 Pages 30-44
    Published: June 30, 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.30
    JOURNAL FREE ACCESS
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        This paper reviews psychological research on personality conducted in Japan between July 2013 and June 2014.  During the last year, the trends in personality research clearly included the following problems : first, the major contents to be studied were biased, and research on the structure and development of personality is relatively lacking.  Second, studies on the effects of personality in each life stage, the association between personality, and maladaptive and adaptive techniques were considerably high in number.  However, many of these studies were cross-sectional.  To prove causation, longitudinal study and randomized controlled experiments must be conducted. Third, there were many studies on scaling by questionnaires,which were similar to previous scales that were conducted according to other methods.  Hence, these studies are considered necessary for the classification and organization of scales.  Further development is expected in approaches other than the questionnaire method.
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  • Trends in Educational and Social Psychology
    TOMOO OKUBO
    2015 Volume 54 Pages 45-56
    Published: June 30, 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.45
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        This study reviewed the trends of studies on educational and social psychology that were presented at the 56th annual meeting of the Japansese Association of Educational Psychology.  However, specific changes in the trends of studies were not observed.  This study particularly reviewed only those trends on educational and social psychology that were published in Japanese Journal of Educational Psychology.  These studies decreased in proportion to a drop of papers published in Japanese Journal of Educational Psychology.  Additionally, this study reviewed the trends of studies on educational and social psychology published in Japan over the last year by focusing on four central topics : (1) teacher and class, (2) adjustment, (3) social skills and sociability, and (4) interpersonal relationships.  Future subjects for research were considered from the aspect of importance of educational and social psychology in the Japanese Association of Educational Psychology.
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  • Studies That Combine Theory and Practice Concerned withNew Learning in the 21st Century
    NAOHIRO MINAGAWA
    2015 Volume 54 Pages 57-70
    Published: June 30, 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.57
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        For the purpose of considering “new learning in the 21st century,” this article offers new solutions for thinking for oneself, by reviewing leaving learning scenes, surveyed topics, trends, results, and future problems in the domain of teaching, learning, and cognition.  Sources for this article were found in books and reports on educational psychology, and similar fields that were published in the 12 months after July 2013.  After conducting research, the article was divided into the following areas of study : autonomous learning, collaborative learning, the ability to think and express, and creative learning.  After examining these considerations, the author reached the following conclusion.  Together with conducting the educational studies that integrating autonomy, collaboration, and creation, advancing the collaborative action between school teachers and the researcher creating possibilities for the development of a new kind of learning.
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  • Reliability in Psychology and Psychological Measurement, with Focus on Cronbach’s Alpha
    KENSUKE OKADA
    2015 Volume 54 Pages 71-83
    Published: 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.71
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        Studies in educational psychology in Japan are reviewed from the viewpoint of reliability.  Cronbach’s alpha is one of the most frequently used —if not fully understood— measures of reliability.  The main purpose of this note is to give an overview of what alpha is and is not.  Specifically, it is shown that (1) alpha is the mean of all split-half reliabilities, (2) alpha is a lower bound of reliability, and (3) alpha equals reliability under essential tau-equivallence.  It is also shown that (1) alpha is not a measure of unidimentionality or homogeneity, (2) there are criticisms on understanding alpha as a measure of internal consistency, (3) alpha depends on a variety of characteristics including number of items, and (4) alpha is not a greatest lower bound.  Alternative measures of reliability and future issues are discussed.
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  • Trends and Issues in Clinical Psychology, from the Perspective of Empirical Research
    KENSUKE ISHIKAWA
    2015 Volume 54 Pages 84-101
    Published: 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.84
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        This article reviews the current trends in clinical psychological studies, published between July 2013 and June 2014.  First, this article provides a brief overview of the research that was published from the “clinical” category of the 56th annual meeting of the Japanese Association of Educational Psychology, and cited characteristic keywords for each age division.  Second, the author reviews the papers on “clinical psychology” that were published in six academic journals.  The author found that (1) in psychological maladjustment/psychiatric symptoms, research on depression was the most common, alongside rumination, stress, and burnout ; (2) there were less studies dealing with scale development ; (3) cognitive behavior therapy, behavior analysis, and ACT (acceptance and commitment therapy) were the major approaches in intervention programs and psychotherapies.
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  • Issues in Special Support Education for Adolescents with Developmental Disorders
    MAKOTO KOBAYASHI
    2015 Volume 54 Pages 102-111
    Published: 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.102
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        In this review, the necessity for research on the onset mechanism of secondary disorders among adolescents with ASD and/or ADHD is presented.  Next, some articles have reported that there are differences among special support education systems in Japanese high schools and higher-education institutions.  A single case and small group studies focusing on adolescents with developmental disorders are reported.  Finally, it is demonstrated that future research on the development of assessment tools, of psycho-educational programs for peers, and of support programs for parents is necessary.
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  • Trends and Issues on School Psychology in Modern-day School settings :
    Future Direction of Support for Children and their Environment
    YOSHIFUMI YONEZAWA
    2015 Volume 54 Pages 112-125
    Published: 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.112
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        This paper analyzed studies relating to the school psychology domain, conducted from 2013 through to 2014, in relation to problems associated with schools.  The purpose of the paper is to propose a directional solution for support of children and their environment.  From the viewpoint of a psychologist routinely engaged in school support, three points are proposed.  The first point is psychological assessment for children.  The second is the effectiveness of psychology education as support for the children.  The third is the approach for the environment surrounding the children, such as the teacher, as protector.  All three factors are important when looking at the directionality of support in school psychology and the fact that the support will have a positive effect on interactive relationships.
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II Educational Psychology and Practical Activities
  • A Universal Preventive Intervention for Promoting a Healthy School Climate :
    Social Skills Training and Social and Emotional Learning as Effective School-Based Education
    YAYOI WATANABE
    2015 Volume 54 Pages 126-141
    Published: 2015
    Released on J-STAGE: August 25, 2015
    DOIhttps://doi.org/10.5926/arepj.54.126
    JOURNAL FREE ACCESS
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        Social Skills Training and Social Emotional Learning are now the umbrella terms for many different prevention and intervention programs designed to address the social and emotional development of children in schools.  However, the concepts stemming from these terms are now recognized as being part of a universal prevention and promotion program; thus, preventing all problems and crises by promoting social and emotional competence, rather than direct intervention.  Such programs aim not only to provide support to children and school staff but also to establish a positive school climate.  Therefore, these are universal approaches aiming to improve the natural healing powers inherent in a school and supporting the school’s “immune system” itself, by preventing all school crises, in a metaphorical sense.  Recently, programs have been more focused on health, grather than on prosocial behavior and moral judgment.  The approaches outlined will be intently comprehensive, to improve and sustain a learning environment that is viewed as primary and essential to a positive school climate.
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III The 56th Meeting of the Japanese Association of Educational Psychology
Keynote Speech Planned by the Organizing Committee
Symposia Planned by the Organizing Committee
Tutorial Seminar Planned by the Organizing Committee
Panel Discussion Planned by the Organizing Committee
Symposia Planned by the Research Committee
Tutorial Seminar Planned by the Research Committee
IV Special Lecture for Preventing Harassments
V Open Symposium Planned by the Japanese Association of Educational Psychology
VI Kido Award : Selection Process and Comment & Recipients’ Comments
VII Outstanding Paper Award : Selection Process and Comment & Recipients’ Comments
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