The purpose of the study is to examine organizational characteristics of advanced schools in terms of collaboration with school counselors, from the viewpoint of school teachers. Applying the Grounded Theory Approach, Semi-structured interviews conducted with three junior high school teachers at advanced schools were analyzed. The results show that the improvement of the organizational issues such as insufficient sharing of information and inflexible internal organizations is essential to establish collaborative supporting circumstance for school and students. The researcher argues the importance of three major elements to establish effective collaboration among school counselors and teachers which may enhance both quality and quantity of student’s support; establishing an opportunity to share information, professional division of roles and responsibilities among teachers and school counselors, and a systematization under a clear managerial perspective and the strong leadership of the school principal.

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Academic procrastinatory behavior is defined as postponing the academic attainment against one’s wishes to do so and it is a serious problem for undergraduate students. To our knowledge, there has, however, been less attention paid to the relationship between academic procrastinatory behavior and self-identity. To elucidate a peculiar factor regarding academic procrastination during adolescence, 354 students who were enrolled at either a university educational department or a nursing professional school were asked to complete measurements of identity status and academic procrastination. Our results showed the following two points: (1) indices of present commitment and future commitment pursuit were significant predictors of students’ academic procrastination, but one of past crisis was not; (2) it suggested that a previous finding(Shanahan & Pychyl,2007) which the need to delay academic tasks until the late moment was alleviated as a function of ego identity status maturity was not necessarily supported. Theoretical and educational implications of these findings and also prospective studies were discussed.

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The purpose of this study was to explore the effect of motivation for learning and learning strategies on academic delay of gratification. Four hundred and seventeen high school students were asked to complete four measurements. The results indicated: (1) Academic delay of gratification had a positive correlation with self-efficacy, self-regulated learning strategies, and motivation for learning. (2) Academic delay of gratification had a positive correlation with test anxiety. (3) The group with high academic delay of gratification had significantly higher selfefficacy, self-regulated learning strategies, and motivation for learning than the group with low academic delay of gratification. (4) There were no gender differences in academic delay of gratification. This paper discussed these findings with regard to prior studies.

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This study aims to examine students’ motivation and overcommitment in athletic clubs, in combination with students’ perception of their teacher in high school. For this purpose, a survey questionnaire was conducted on 813 male students from high school athletic clubs. The survey required students to answer questions regarding their perceptions of their teacher, their motivation and overcommitment in athletic clubs. Responses were analyzed using exploratory factor analyses. The questionnaire on students’ motivation for their activity had two subscales (autonomy and heteronomy). On the basis of their responses to perceptions of the teacher, participants were divided into four groups (acceptance, control, acceptance-control, and nonacceptance-noncontrol). Students’ perceptions of teachers were found to be related to the extent of students’ autonomous motivation, heteronomous motivation and overcommitment in their activity. The main results are as follows. In the acceptance-control group, motivation scores for both were high and their activities could be seen as overcommitment. In the nonacceptance-noncontrol and the control group, the opposite occurred. Finally, in the acceptance group, autonomous motivation scores were the next to highest level, while heteronomous motivation scores were low. Overcommitment was of no significance.

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