The purpose of this research was to explore the influence of nursing experience on the relationship between health locus of control and factors influencing intentions of health education. The study was conducted from aperspective that places health education behaviors within the theoretical framework of planned behavior.
The subjects were 444 nurses working in general hospitals. The findings were as follows: 1) Internal-HLC, Family-HLC, Professional-HLC all showed positive correlation with intentions of health education, which became more prominent with more years of nursing experience. 2) There was no correlation between Chance-HLC and Supernatural-HLC. 3) In nurses with long careers, if the Internal-HLC was high, even if both the Family-HLC and professional-HLC were low, or if both the Family-HLC and Professional-HLC were high, even if the Internal-HLC was low, the significant positive intentions with health education related to “instructions and explanations” and “recognition of patients” tended to be maintained. With regard to health education and “social support, ” it was observed that the influence of the Internal-HLC faded, while the influence of Family-HLC and Professional-HLC tended to increase.

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In Study I, a scale to assess the intention of self-care behaviors in pregnant women was developed. Factor analysis identified 4 factors consisting of 32 items. These factors were (1) prevention and early discovery of abnormalities in pregnancy, (2) preparation for delivery and mothering, (3) dietary habits, and (4) care in daily life
In Study II, a scale to assess motivation for self-care behaviors was developed. The scale, which included 24 items, consisted of 2 subscales, (1) extrinsic motivation and (2) intrinsic motivation. Using cluster analysis, four patterns of self-care motivation in pregnant women were identified.
In Study III, the relationship between motivation and intention of self-care behaviors among pregnant women was examined. Results of multiple regression analysis showed that intrinsic motivation had a positive influence on intentions of self-care behaviors. The findings suggest that it is necessary to recognize types of motivation before carrying out interventions such as self-care education.

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The purpose of this study was to develop a Social Anxiety Scale by Social Situations (SASSS) assess the affective aspects of social anxiety in different social situations, and to investigate its reliability and validity. The SASSS contains 30 items that were generated based on the result of an open-ended questionnaire, which was answered by 135 undergraduate university students.
In a factor analysis of SASSS data from 518 undergraduates, five factors were selected and labeled as presentation/speech anxiety, distanced anxiety, heterosocial anxiety, silence anxiety and authoritative anxiety.These subscales of the SASSS were shown to possess a high level of internal consistency and test-retest reliability. The scales correlated well with established measures of social anxiety and trait anxiety. It appears that the SASSS is a reliable and valid measure of social anxiety by social situations.

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The purpose of this study is to investigate the characteristics of the elderly (aged 60-70, and those older than 70). In experiment 1, 231elderlypeople (89 male, 142 female) filled out the TEG questionnaire. In experiment 2, 41 elderly females filled out this questionnaire.
The following results were obtained. 1) People who are over 70 and live alone support N forms and people aged 60-70 do not. People in the second age group have neither negative nor positive thoughts about themselves but have positive thoughts about others. 2) Females who are over 70 and who live alone have neither negative nor positive thoughts about themselves but have positive thoughts about others. 3) Females who are over 70 and live in geriatric health service facilities have negative thoughts about themselves and positive thoughts about others. The above results suggest that the mental care for the elderly should include consideration of TEG characteristics.

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