The purpose of this study was to clarify the relationship between experiences of childcare and emotions such as 'self-confidence', 'anxiety', 'resistance' and 'difficulty' in childcare workers and students， with the aim of improving guidance related to speaking to infants and the selection of vocabulary among vocational school students. Specifically, a questionnaire was used to divide subjects into two groups, namely 'childcare workers' and 'students who had completed practical training'. These two groups were then asked about their emotions regarding children of various ages, namely zero-year, one-year, two-year, three-year, four-year, and five-year-olds. Responses were investigated by performing two-factor mixed analysis of variance. The results showed that there was an obvious gap in the emotions related to speaking to children and selecting vocabulary based on childcare experience. The results suggest the importance of filling this gap by providing guidance to allow vocational school students to perform self-evaluation of support objectively, similarly to childcare workers， and associate this with deep reflection in order for the students to connect the negative emotions to positive emotions using subjective self-evaluation.

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This study was designed to examine the effects of two cognitive variables, the belief in cooperation， and task values on learning effects of MT by considering interactions between the variables and comparison with individual learning. The results indicated that the belief in cooperation, individual orientation and inequity had negative effects on the metacognition of developing teaching plans， whereas usefulness of cooperation had positive effects on metacognition and learning effects of MT. Moreover, regarding task values, interest/attainment values had positive effects on metacognition of developing teaching plans, whereas utility value had positive effects on the metacognition and learning effects of MT. Furthermore, it was indicated that cost had positive effects on the metacognition of developing teaching plans and learning effects of MT in students with high individual orientation and inequity. Also, positive effects of utility value on the metacognition of developing teaching plans increased in students with high usefulness of cooperation. These results demonstrate correlations between the learning effects of MT and learners’ psychological variables. Guidelines for developing effective methods for implementing MT are suggested.

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The purpose of this research is to find the impact between the parental attitudes, critical thinking, and nurture on students to give about goal-oriented professional goal-oriented, and how this can affect learning strategies and academic ability. The purpose of this study was to investigate whether 246 college students through the use of questionnaires. As a result, a positive correlation was found between receptive nurturing attitudes and critical thinking and academic improvement with the target group. A significant positive correlation was also observed in the academic performance of the target group. The target group was found to have a significant positive correlation with the receptive foster (nurture) attitude, the controlled foster attitude, and the critical thinking. In addition, as a result of researching, the factors of which affected target orientation academic performance, was accepting educational attitudes which indirectly affected goal-oriented outcomes; whether the student had success wishes or the fear of failing. A control orientated attitude is found to directly affects goal orientation of the students.

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The purpose of this study was to investigate the relationship between apathy in university students and social support from current friends and a commu-phobic tendency toward friends from the past in each close relationship: same school/classmate, club activities and best friends. A total of 244 students in four universities completed the questionnaire, using the Apathy scale, the Commuphobic Scale, the Scale of Expectancy for Social Support, and so on. The hierarchical multiple regression analysis showed that a commu-phobic tendency toward past friends and social supports from current friends were associated with apathy. A commu-phobic tendency toward past friends had a positive association with apathy for the same high school / classmates or best friends. Social support from present friends had a negative association with apathy for the same university / major or club activities / fellow group members. The relationship between apathy with past and present friendships were different for each close relationship.

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