The two-fold purpose of this study was to compare the Type A behavior pattern and the Feeling of Health among psychosomatic patients, outpatients in internal medicine, and normal subjects, and to examine the relationship between psychological factors such as Type A behavior pattern or Feeling of Health,and physical diseases.
119 psychosomatic patients, 57 patients in internal medicine, and 75 adults without any psychological and physical problem participated as subjects. They were asked to fulfill the Type A behavior pattern scale and the Feeling of Health lnventory.
The results from psychometric exanlinations of two inventories were as follows:
(1) There were no significant differences of total score of Type A Scale among three groups.
(2) The psychosomatic patients showed significant high score in pressure and tension subscale.
(3) The effects of competition were more pronounced for men than for wemen.
(4) Normal subjects showed significantly higher score of the Feeling of Health than outpatients group.
These results were discussed within the framework of Type A behavior pattern and health psychology.

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The purposes of this study were to develop the School Stress Scale for children, to validate it, and to analyse the influence of children's psychological stress in elementary school from the viewpoint of learning motivation.
In study I, 284 sixth grade's children in elementary school were asked to list up school stressors in order to collect items of the School Stress Scale for children. The School Stress Scale for children, consisted of five factors, 28 items for boys and four factors, 30 items for girls, was developed after psychometric analyses for standardization and validation. In study II, the relationship among psychological stress, the tolerance to school stress, and the learning metivation was analysed through multivariate analysis and the School Stress Model was proposed as a result of a path analysis among three factors mentioned above. In study III , the validity of the School Stress Model was investigated by teacher's rating of school stress and learning motivation of children.
The results of three studies suggested that the increase of children's school stress caused the decrease of learning motivation and that the tolerance to school stress was the important intervening variable between school stress and the learning motivation. It was also suggested that the School Stress Model had high validity to explain the relationship among school stressors, school stress, the tolerance to school stress, and the learning motivation of children.

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