In this survey, inquiries were made to 312 teachers and 121 counselors on their views and opinions concerning school counseling. Inquiries were made on the following four points: (1) Mutual expectations on the roles of both sides; (2) Conditions for promoting a school counselor system; (3) Their concerns toward this new system; and (4) Projections of changes caused by the introduction of such a system. In this inquiry, school counselors were divided into two groups: counselors with teaching experience (SC I) and counselors without teaching experience (SC II). Comparative studies were made among these two groups and the ordinary teachers. The main findings were as followes: (1) The teacher group expected the advantages of compromisary roles of both sides, whereas SC II's expectations were a little more negative than SC I's.(2) Three groups gave importance to the professional knowledge and counseling techniques, but the teacher group gave some more emphasis on school counselors' teaching experiences.(3) SC I's interest and expectation for this system were the strongest, the SC II followed and the teachers became the weakest.(4) The SC I highly evaluated the prospect of the system.

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The purpose of this study was to consider the ideal self from the following two aspects: standard of self-evaluation and guide for a self-formation. The relationships were examined between ideal-actual self discrepancy self-esteem, and level of ideal self and consciousness to self-formation made of both the factor of possibility seeking and the factor of effort to possibility. The author didn't deal with all ideal selves but concentrated on some ideal selves in her study. Results were as follows: Ideal-actual self discrepancy negatively correlated significantly with self-esteem. And, t-tests were performed between high-level group with high-level ideal selves and low-level group with low-level ideal selves in order to compare the mean scores of possibility seeking and effort to possibility. High-level group showed a significant higher score of possibility seeking (p<0.05). This result considered to be high-level ideal selves was related to not only a low self-esteem but also a high aspiration to form his/her own self.

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This study examined the effects of graphic aids on comprehension of an expository prose concerning fictitious medicines. In order to investigate whether graphic aids would facilitate comprehension regardless of difference of the prose structures the prose appeared in two versions differing only in structure. Undergraduates who lacked prior knowledge about medicines read one of these proses that contained either graphic aids which summarized the prose, summary sentences which contained the same contents as graphic aids, or no aids. In Experiments 1 and 2, both graphic aids and a summary facilitated recall of information overlapped in the prose, graphic aids and a summary. But graphic aids made subjects produce greater recall of implicit relations in the prose than did a summary and no aids. Furthermore, graphic aids made subjects perform better transfer tests which required deep understanding than did a summary and no aids in Experiment 2. All results were obtained regardless of difference of the prose structures. These findings suggested that graphic aids would enable readers to compute implicit information to make it explicit more efficiently than just a summary.

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Item response theory was applied to Value-Intention Scale being developed on the basis of Spranger's (1966) theory according to six types of values (theoretical, economic, aesthetic, religious, social, political). Each of the six subscales corresponding to the six values made various items. Some represented extreme ideal state (ideal type) and some represented more general traits (standard type). When two parameter logistic models were applied to the subscales, if both types of items showed unidimensional, their characteristic curves were supposed to be parallel owing to differences on a difficulty level. We named such parallelism “unidimensional -hierarchy”. From each of the six subscales, a pair of items unidimensional-hierarchical was selected, showing also evident differences in real response rates. Furthermore we examined the individual subjects' explanations for the responses to the items in order to clarify the contents which had determined the statistical characteristics of the items. The qualitative analysis proved that items showing higher difficulty levels contained contents harder to perform, and representing more advanced, ideal states of the value-intention.

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The purposes of this study were to make a questionnaire about interpersonal negotiation strategies (INS) based on Selman's theory, and to examine developmental changes and the relationship between INS and the sense of adaptation in schools, especially from the viewpoint of sex-related differences. One hundred and seventy-two 4th graders, 273 6th graders, 117 9th graders and 67 undergraduate students responded to the questionnaire regarding how often they use 9 kinds of INS for solving interpersonal conflicts and how they feel about their school life. The main results were as follows: 1) As to INS levels, girls were more advanced than boys; 2) At low levels, boys' scores of other-transforming strategies and girls' scores of self-transforming strategies were higher; 3) Among boys, a positive correlation between INS levels and a sense of adaptation in school was found, especially among 6th graders. This finding supported Selman's theory; 4) Among girls, an increase of self-transforming and a decrease of other-transforming strategies were observed among 6th and 9th graders; and while in 6th graders correlation between INS levels and the sense of adaptation was similar to that among boys, it was quite different for 9th graders.

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This study aims at predicting the most effective spaced learning schedule based on a reactivation theory and to prove its effectiveness. The reactivation theory assumes that the activation decay of memory within spaces leads to increased reactivation at succeeding presentation, which causes the spacing effect. In Experiment 1, reactivation was measured using a repetition priming paradigm to find that the space with the greatest reactivation expanded as presentation times increased. Experiment 2 showed that no other condition yielded a spacing effect greater than the expanding spaced learning schedule with the greatest reactivation at each presentation. It was also suggested that the expansion of the space with the greatest reactivation was not caused by increase in presentation time but by the previous reactivation. In Experiment 3, the above possibility was confirmed through a repetition priming paradigm. All of these results not only supported the reactivation theory but also gave us a foundation on which to construct a more effective spaced learning schedule.

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The purpose of this study was to investigate, with elementary school 5th and 6th graders, structures of children's arithmetic anxiety and methods of teacher's supports. The results of the investigation indicated that: (1) As children's arithmetic anxiety, 4 factors (F1: in class; F2: failure to solution of problems; F3: concerning the teacher; F4: connected to surroundings) were extracted.(2) There was every possibility with matter related to children's arithmetic anxiety that the teacher practiced supports children wanted but not the amount of supports.(3) A gap of supports between the children's expectation from the teacher and teacher's influenced on arithmetic anxiety in girls. R In arithmetic anxieties that were related immediately to problem solution, children wanted the teacher's instrumental support, and the trend was stronger in children with higher arithmetic anxiety.(5) On the contrary, in arithmetic anxieties with no immediate relation with problem solution, children wanted the teacher's emotional support, and the trend was seen higher in girls.

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The present study was intended to investigate the effect of learning decisionmaking strategies in vocational decision making of undergraduate students. Ninetytwo undergraduate students was randomly assigned to 3 groups: the Subjective Expected Utility Strategy (SEU), the Elimination by Aspects Strategy (EBA), and the control group. The effect of decision-making strategy was examined in high and low groups of vocational readiness (clarity of aspiration) regarding the cognition of vocational decision-making and vocational decision-making self efficacy. As a result, the effect of decision making strategy was found in low but not in high groups. Also the examination of the impression of strategy used by the experiment revealed that EBA was a more favored strategy for undergraduate students.

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The purpose of this study was to examine the effects of teaching practices in kindergartens and day care nurseries on perceived pre-school teacher-efficacy (PTE) by longitudinal method. In a preliminary study, a PTE scale was administered to 161 junior college students in an early childhood education course in order to examine changes between pre- and post-teaching practices. The results revealed that the subjects were inclined to increase their PTE scores after their teaching practices. In a primary study, a revised PTE scale was administered to 142 junior college students. The main results were as follows: 1) The PTE scale proved to have satisfactory internal consistency. 2) High validity was shown in a correlation of the PTE score with other measures, such as generalized self-efficacy, locus of control, self-evaluation concerning teaching practice and performance scores evaluated by the guidance teacher. 3) The PTE scores increased significantly after the teaching practice. These results showed that the teaching practice experience enhanced the PTE. 4) The perceived “sense of harmony with the kindergarten” concerning teaching practice had an effective relation to the PTE.

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The purposes of this study were three-fold: first, to examine developmental trend of letter copying by preschool children. An attempt was made to evaluate the shape of letters in terms of segmentation/ construction. Second, this study aimed to examine the effects that might be caused by a difference of sex. The third purpose of this study was to see the relationship between the ability to form letters and visualmotor skills. The subjects were ninety 3-to-6 year old preschool children. Each subject was asked to copy six “Kana” letters and, at the same time, was individually given a Draw-A-Man Test. The main results were as follows: a) The developmental changes observed among the present subjects proceeded in the following order: (1) unintelligible,(2) miscellaneous,(3) proper segmentation,(4) proper segmentation as well as construction. b) No difference was seen due to children's sex, once they were able to respond to the letter writing tasks. c) A significant positive correlation was recognized between the developmental changes in letter forming and the visual-motor abilities.

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Three hundred and thirty-eight late-adolescents (undergraduate students) were asked to estimate the distributions of men's and women's opinions about the sex roles -pursuing career and/ or doing domestic works. They were also asked to indicate the degree of their satisfaction with being their own sex as well as their future preferences about pursuing career and doing domestic works (how they would want themselves and their partners to do). First, intergroup differences were found in the estimated opinion distributions; the respondents estimated that the relatively traditional opinions must be supported more by men than by women, while the differences in their estimates showed the reverse direction regarding the relatively liberal opinions. Second, the false-consensus effect was likely to be identified in the female respondents whose future preferences were relatively liberal but in the male respondents whose future preferences were relatively traditional. Third, the female respondents, who had relatively liberal preferences and estimated that higher percentage of men must support the same opinions as their own, tended to show more satisfaction with being women.

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The purpose of this study was to investigate two aspects of ego identity based on independent and interdependent construal of the self in adult women and try to grasp them developmentally from the viewpoint of lifestyle (housewife, office worker, agriculture). Ego identity scale and independent/ interdependent construal of the self scale were administered to 318 women (age range, 30-59). The main results were summarized as follows: (1) Scores of independent / interdependent construal of the self scale had a tendency to keep increasing from 40 to 50.(2) Agriculture group tended to have intense interdependent construal of the self in neighborhood compared with other groups. Office workers tended to have less interdependent construal of the self in the house compared with other groups.(3) What identity was based on tended to change in 30, 40, 50 as followes. agricultures: independent→independent→independent/ interdependent.(construal of the self). office worker: independent→ independent→ independent (construal of the self). housewives: interdependent→ independent→independent/ interdependent (construal of the self).

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