The Annual Report of Educational Psychology in Japan
Online ISSN : 2186-3091
Print ISSN : 0452-9650
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Foreword
I Reviews of Research Trends in Educational Psychology in Japan
  • TOMOKO SUGIMURA
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 1-14
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      We review psychological research studies on children in infancy and early and middle childhood which were published in a number of psychological journals, including the Japanese Journal of Educational Psychology, Japanese Journal of Developmental Psychology, Japanese Journal of Psychology, Japanese Psychological Research from July 2016 to June 2017, and the Proceedings of the 59th Annual Meeting of the Japanese Association of Educational Psychology. The studies were presented in five areas: (a) cognitive development, (b) social development, (c) development of self, (d) issues of parents and preschool teachers, and (e) others. The findings from the articles are highlighted and future directions from the perspective of current issues of education are discussed.

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  • KENJI HIRAISHI
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 15-39
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This article reviewed studies on psychological development during adolescence and beyond. The target studies were journal articles published in Japan between July 2016 and June 2017, and poster presentations delivered at The 59th Annual Meeting of the Japanese Association of Educational Psychology. In this review, the studies on adolescence were classified from the viewpoint of the stage of schools and main themes, and their contents were summarized. As a result, it became evident that the studies on high school students, adults, and aged people were inadequate. Additionally, issues of sampling methods, sample sizes, replicability, and robustness in developmental studies of undergraduate students were examined. Alternatively, an increase in the number of longitudinal studies and practical studies were evaluated as good trends. Lastly, the importance of theory-based studies and the bio-psycho-social model are discussed.

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  • KEITA SHINOGAYA
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 40-60
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This paper reviewed research on teaching and learning published in the Japanese Journal of Educational Psychology during the period between July 2016 and June 2017 and presented at the annual meeting held at the Nagoya Congress Center in 2017. The research can be divided into three types: Researches on relations (a) among variables regarding teachers, (b) among variables regarding learners, and (c) between teacher and learner variables. Each study was reviewed, focusing on cognition, emotion, and behavior. It was found that many studies dealt with longitudinal or hierarchical data. While referring to these studies, this paper proposes other prospects for future research in the field of teaching and learning.

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  • KAZUHIDE YAMANAKA
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 61-78
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

        The focus of this article is to provide an overview of research trends in social psychology studies within the field of educational psychology published between July 2016 and June 2017, as well as to discuss some of the topics on school education. In the first part of the paper, social psychology studies presented at the 59th annual meeting of the Japanese Association of Educational Psychology held in 2017 are reviewed. Frequent research themes were as follows: interactive learning, teacher's behavior toward students, and social skills. In addition, the articles published in The Japanese Journal of Educational Psychology during the aforementioned period are reviewed. In the second part of the paper, the topics focusing on interactive learning within classroom and teacher education are discussed from a social psychological perspective. The main points of contention are as follows: (a) group structure and interactive learning within the classroom, (b) friendship and interactive learning within the classroom, and (c) reflective and collaborative practices in the field of teacher education.

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  • YOSHIYUKI WATANABE
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 79-97
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      The current status and trends in personality research in the field of Japanese psychology between July 2016 and June 2017 were investigated. A total of 120 journal papers and 375 conference proceeding papers were extracted from personality-related research, and then classified and investigated from quantitative viewpoints. Japanese personality-related research accounted for 48.0% of all the papers published in eight major Japanese psychological journals during the target period; moreover, 47.2% of all presentations from two major psychological conferences (a total of 222,986 research participants) included 132 newly developed personality scales and items. Statistical causal analysis methods characterized by SEM were widely employed in these studies. Trends in research themes and implications of the status of personality-related research on personality psychology and the science of individual differences are also discussed.

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  • MINAKO ITO
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 98-111
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This paper reviews current trends in clinical psychological studies that were published from July 2016 to June 2017. First, based on the definition of "clinical psychology," a brief overview is provided of research published in the "clinical" category of The 59th Annual Meeting of the Japanese Association of Educational Psychology. The studies are classified by research subject, with characteristic keywords being cited and a summarization of the symposium being shown for the categories. Second, the author reviews papers on clinical psychology that were published in four academic journals. Studies on college students include those dealing with "depression" and "interpersonal relationships," etc., and studies on "independent to adulthood" were also characteristic. Studies for elementary, junior high, and high school students included those on "stress," "bullying," "help-seeking," and "psychological education." In addition, studies are included on "supporters:" teachers, parents, young psychologists, and the staff members of care facilities. Lastly, issues and perspectives on clinical psychology are discussed.

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  • HIROHITO CHONAN
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 112-122
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This paper reviews educational psychological studies on special needs education that were conducted from July 2016 to June 2017. As a result of a numerical analysis of the published papers, it became apparent that the number of research studies in this field in recent years has been decreasing. Next, the studies focusing on education for children with hearing impairment are reviewed. As a result, it is suggested that the method of utilizing speech at the early stage of development be reevaluated for learning spoken language. Studies on the cognitive development of children with hearing impairment and the psychology of families with deaf people are also reviewed, and future prospects based on these research results are discussed.

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  • KYOKO FUJII
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 123-135
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This paper provides an overview of domestic research trends related to school psychology carried out from July 2016 to June 2017, with the aim of exploring future issues by summing up recent trends in school education. At first, we summarize the papers presented at The 59th Annual Meeting of the Japanese Association of Educational Psychology (Nagoya University) and classify the research subjects published in the field of school psychology. The journal papers are then classified according to three levels of psycho-educational services and the school stages of the surveyed subjects, with reference to policy and clinical trends of school education in recent years. In the future, it will be necessary for research on the teacher as a helper to be conducted.

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  • MASAYUKI SUZUKI
    Type: I Reviews of Research Trends in Educational Psychology in Japan
    2018 Volume 57 Pages 136-154
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      This article reviews recent trends in measurement, evaluation, and research methods for educational psychology in Japan. The topics we discuss are classified into five issues: (a) use of statistical analysis, (b) educational evaluation, (c) examination and testing, (d) psychological scales, and (e) other research. We point out the increased usage of confirmatory factor analysis and the multilevel model, as well as the problems of random item effects and dealing with missing data. The importance of developing evaluation literacy and its suggested future perspectives is also stressed.

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II Overview on Current Research Topics
  • MASAHARU KAGE
    Type: II Overview on Current Research Topics
    2018 Volume 57 Pages 155-170
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      Studies on learning motivation conducted during the past ten years in Japan are reviewed and directions for future research are suggested. As a theoretical framework, four factors (cognition, emotion, needs, and environment) are regarded as determinants of motivation, and three levels (trait, domain, and state levels) are regarded as categories related to the stability of motivation. The following issues are considered important for investigating complicated processes of learning and motivation in the future: (a) simultaneously examining different factors related to cognition and emotion, (b) conducting empirical and theoretical studies with a special focus on state-level motivation, (c) designing practical studies that include interventional and developmental research and implementing them in educational settings, (d) utilizing experimental and observational methods in addition to the questionnaire method, and (e) adopting a multi-method approach combining various research methods, among others. Moreover, it is important to renovate conventional perspectives of education that mainly aim to acquire knowledge and skills by setting up the class to instead aim to activate students' thinking and expressions based on learning motivation as the basis of studies on learning motivation.

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  • KUNIHIKO SUTO
    Type: II Overview on Current Research Topics
    2018 Volume 57 Pages 171-178
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      The present study reviews papers published in eight Japanese academic journals on behavioral psychology from 2012-2017. First, articles were selected that met two criteria: (a) a participant was diagnosed as having Autism Spectrum Disorder (ASD), and (b) the procedures included an intervention. Second, articles were classified into the following seven categories: (a) attributes of authors and support practitioners, (b) field of support, (c) number of participants and age, (d) target behavior, (e) treatment and generalization, (f) design of research, and (g) contextual fit for support and social validity. The results indicated that both teachers and parents, as well as support practitioners, were the authors of many of the articles, and a total of 69% of the articles were conducted at educational institutions, homes, support facilities, or local communities. Furthermore, a number of the articles were classified under the category "contextual fit for support and social validity." The target behaviors consistently focused on communication skills and challenging behaviors through all time periods. The present study suggests the importance of evidence in the cooperation between concerned individuals, including teachers and parents.

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III Educational Psychology and Practical Activities
  • WATARU NODA
    Type: III Educational Psychology and Practical Activities
    2018 Volume 57 Pages 179-191
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      An increasing number of educational research and practices regarding applied behavior analysis has been conducted in Japanese educational settings. However, few studies have addressed behavioral instruction for academic skills in Japan. This paper presents current applied behavior analytic studies for academic skills instruction. First, a behavior analytic account of academic problems is presented. Second, studies on academic instruction in Japan and the United States during the past decade are reviewed. Third, an instructional model developed through the collaboration with applied behavior analysis such as Direct Instruction and response to intervention are presented. Finally, some issues that should be addressed to facilitate applied behavior analytic studies for academic skills instruction are suggested.

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  • URARA FUJIKAWA
    Type: III Educational Psychology and Practical Activities
    2018 Volume 57 Pages 192-208
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      In situations where the development of practical activities corresponding to the needs of universities is expected, collaboration is one of the key terms referring to a desired form of student counseling. This paper outlines current research trends in collaboration in student counseling and discusses future research topics. First, the problems in student counseling, such as support for students' diversification and the service gap, which are aspects that make research on collaboration necessary, are discussed. Next, an overview of recent research in Japan is provided and summarized into four trends: (a) research that classifies and describes the actual state of collaboration, (b) research dealing with support provided to students with developmental disabilities through collaboration, (c) research dealing with preventive support for the university community through collaboration, and (d) research on strategies and evaluation of collaboration. Lastly, issues and prospects for future practice and research, which comprise an examination of the methods of evaluation of collaboration, exchanges with other fields such as school psychology, and the development of methods of education and training in collaboration, are discussed.

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IV Discussion
  • YUSAKU OTSUKA, TADASHI SHIBAYAMA, YURI UESAKA, TOSHIHIKO ENDO, HIROYUK ...
    Type: IV Discussion
    2018 Volume 57 Pages 209-229
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS

      Amid current developments in high school/university articulation reforms, we frequently experience a sense of lacking a shared, sufficient understanding of how to frame and evaluate "academic achievement." This arises because we fail to consider differences in the purposes of evaluation and measurement for surveys and selection examinations, and simply evaluate non-cognitive factors of academic achievement (e.g., motivation, perseverance, self-control) in student selection. For evaluation and measurement, it is important to utilize methods appropriate for the corresponding aims and subjects as required by circumstances. This should be the standard for not only high school/university articulation reforms but also educational psychology research. In light of these requirements, the present paper discusses the following points while introducing research cases from the educational psychology research field: (a) Separate use of individual and group scores, data collection design, and so on, in large-scale academic achievement surveys to guarantee the integrity of aims and design specifications; (b) Formative evaluation that is effective in everyday practice of school education; (c) Research trends and tasks related to the "non-cognitive" aspects of the mind, nurtured early in life and thought to influence child development.

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V The 59th Meeting of the Japanese Association of Educational Psychology
Keynote Speech Planned by the Organizing Committee
Short Lecture Planned by the Organizing Committee
Symposium Planned by the Organizing Committee
Symposium Planned by the Research Committee
Tutorial Seminar Planned by the Research Committee
VI Lecture for Preventing Harassments
VII Open Symposium Planned by the Japanese Association of Educational Psychology
VIII Kido Award: Selection Process and Comment & Recipients’ Comments
  • [in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
    Type: VIII Kido Award: Selection Process and Comment & Recipients’ Comments
    2018 Volume 57 Pages 350-357
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS
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IX Outstanding Paper Award: Selection Process and Comment & Recipients’ Comments
  • [in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
    Type: IX Outstanding Paper Award: Selection Process and Comment & Recipients’ Comments
    2018 Volume 57 Pages 358-371
    Published: March 30, 2018
    Released: September 14, 2018
    JOURNALS FREE ACCESS
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