This study examined the effects of solution building and resilience on the function of school refusal behavior. Participants were 463 junior school students (227 males and 236 females) who completed a self-reported questionnaire. Results indicated that solution building had no direct effect on the function of school refusal behavior, but solution building mediated resilience and affected the function of school refusal behavior. These indirect effects differed by gender. This study has revealed that refusal to attend school is less intense if a student has greater resilience when there is a high level of solution building. This will help to examine effective support to reduce the function of school refusal behavior.

　　The purpose of this study was to analyze 12 textbooks for “Basic Home Economics” at Japanese high schools in 2020. This study sought to ascertain the knowledge, and especially that regarding “family,” that they were attempting trying to convey to high school students. First, we analyzed the national curriculum guidelines and identified 79 items that we classified into 11 categories. We added 26 items, for a total of 105 items. These items constituted a “List of Contents of Home Economics Textbook (CHET)” (Study 1). This list was then used to analyze the content of all 12 textbooks (Study 2). Results revealed that the number of each items covered varied and that content related to reproduction as a function of the family, such as “the importance of having and raising children” and “the physical and mental development and lives of infants and toddlers,” were described more frequently, while descriptions of self-development during adolescence and gender issues were mentioned relatively infrequently. The 12 textbooks were classified into three clusters, and there were differences in the number of descriptions of family, society, and gender. Moreover, the content of the new national curriculum guidelines (effective as of 2022) was also examined; although some content was added, there were no major changes (Study 3).

　　Infant-directed (ID) singing is widely practiced by mothers in various cultures. Recent studies have suggested that ID singing is beneficial for the mental health of the infants as well as that of their mothers. However, the mechanisms underlying these effects, and particularly psychological processes, of daily ID singing on mothers' mental health remain unexplained. The current study focused on mothers' parenting self-efficacy and mother-infant bonding as psychological effects of ID singing, and it examined mothers' self-evaluation of their ID singing as a factor mediating between those effects. Participants were 202 mothers (mean age: 31.1 years, SD=4.98, range: 19-45 years) of infants (mean age: 3.6 months, SD=0.54, range: 3-5 months). Data were collected via a self-reported questionnaire consisting of questions about the frequency of daily ID singing during routine parenting, parenting self-efficacy, mother-infant bonding, and their self-evaluation of the effects of their ID singing (expectations of its effects on the child, the child's perceived reactions, and its effects on the mother-infant relationship). Analyses using a structural equation model indicated that the frequency of daily ID singing was associated with mothers' parenting self-efficacy and mother-infant bonding, mediated by their self-evaluation of the effects of their ID singing. Frequent daily ID singing prompted mothers to highly rate their ID singing, and that self-evaluation increased their parenting self-efficacy and mother-infant bonding. There was no direct association among the frequency of daily ID singing and parenting self-efficacy or mother-infant bonding. Comparison in terms of the initiation of daily ID singing revealed that daily ID singing and satisfaction as a mother (a subscale of parenting self-efficacy) was significantly more frequent and significantly higher in the group who sang starting in pregnancy. Results indicated that one of the key components of the effects of ID singing on mothers' mental health is their self-evaluation of the effects of their ID singing. The importance of parents' evaluation of their ID singing and initiation of ID singing were discussed in relation to including daily ID singing in parenting support.