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Volume 46 (1998)
- Issue 4 Pages 367-
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Volume 46, Issue 4
Displaying 1-12 of 12 articles from this issue
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JUN SATO1998 Volume 46 Issue 4 Pages 367-376
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study was conducted to examine the effects of learners' perceptions of utility and costs, and of their learning strategy preferences on the use of learning strategies. Questionnaires that assessed perceptions and learning strategy preferences, and the use of the learning strategies were administered to 426 Japanese primary and junior high school students. Results revealed that learners who perceived high utility and preferred a learning strategy, tended to use the learning strategy frequently, whereas those perceiving high costs tended not to use them. Metacognitive strategies were used less and the learners appeared to regard them as less effective and having higher costs than the other strategies. Moreover, learners who used metacognitive strategies well were less influenced by their perception of costs than other learner.View full abstractDownload PDF (1683K) -
Comparisons of Stable and Unstable Sociometric Status GroupsKENICHI MAEDA1998 Volume 46 Issue 4 Pages 377-386
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn this longitudinal study, two hundred and eighteen children were assessed in both grades 2 and 3 (T1) and grades 4 and 5 (T2) on measures of sociometric nominations, ratings, and peer assessments of aggression, social competence, and withdrawal. Children's loneliness was also assessed in T2. 215 of the 218 children were classified into four stable and fourteen unstable status groups based on the combinations of sociometric status in both T1 and T2. Results demonstrated that rejected-rejected (RR) and rejected-neglected (RN) children rated themselves as lonelier, but popular-popular (PP) children reported less loneliness than average-average (AA) children. Aggression was perceived by peers as increasing in the popular-rejected (PR), average-rejected (AR), average-controversial (AC), and neglected-rejected (NR) groups, and as decreasing in the rejected-popular (RP) and rejected-neglected (RN) groups. Popular-rejected (PR), popular-neglected (PN), and average-rejected (AR) children exhibited a decrease in social competence, whereas neglected-popular (NP) children exhibited an increase in social competence. These findings suggest that change in aggression is more likely to be perceived by peers and is more effective in changing their status than changes in social competence.View full abstractDownload PDF (1773K) -
RYOKO OGATA1998 Volume 46 Issue 4 Pages 387-394
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study examined the relationships between goal orientations (learning, outcome, approval orientation) and performance in task achievement setting. Players of the varsity badminton teams were used as subjects and data were gathered at the competition. Study 1 examined the postulated model: a sense of belonging → goal orientation→self-efficacy→practice behavior performance. The indirect effect of a sense of belonging on performance was revealed in two paths: the first mediated variables were learning orientation and practice behavior, and the others were outcome orientation and self-efficacy. Outcome orientation had a positive effect on performance, but approval orientation didn't show any effect on it. Study 2 investigated the change processes of a year of motivational variables and practice behavior. High and low performance groups were used as an independent variable and the variable of the previous year was covariated. The results of covariate analysis marginally showed the main effect of performance in approval orientation while those who were low in performance increased it. These findings were discussed in the light of the discrepancy effect of performance goal on achievement.View full abstractDownload PDF (1324K) -
YUKIMASA MURAISHI, HIDEKI TOYODA1998 Volume 46 Issue 4 Pages 395-402
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to analyze standardized achievement test scores of twin and non-twin pupils. These scores were analyzed by genetic factor analysis in consideration of classical test theory. Samples were 953 pupils; 100 monozygotic (MZ) twin pairs, 25 dizygotic (DZ) twin pairs, and 703 non-twins. On the basis of results by Toyoda & Muraishi (1998), non-twins' scores were used for stabilizing covariance structure. Four subjects (Japanese, social studies, mathematics, and science) were analyzed through the model. Evidence of (i) genetic influences,(ii) common environment, and (iii) non-shared environment showed that large differences existed in the structure of achievements on four subjects. The ratios of variances for achievement of Japanese were as follows: (i) 0.0%,(ii) 64.5%,(iii) 2.9%; those of social studies were (i) 52.3%,(ii) 17.0%,(iii) 4.7%; those of mathematics were (i) 0.0%,(ii) 47.7%,(iii) 10.4%, while those of science were (i) 56.1%,(ii) 0.0%,(iii) 13.3%, respectively. Comparing fitness among various models of classical test theory showed the best fit for congeneric measurement. It warns us against the use of the α-coeffecient that assumes τ-equivalent measurement in calculating coefficient of reliability.View full abstractDownload PDF (1280K) -
HIDEYA KITAMURA1998 Volume 46 Issue 4 Pages 403-412
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSTwo studies were conducted to investigate how the processes of person perception were influenced by perceiver's strong and weak points. The subjective strong points of the self would be predicted to be used more frequently and be more accessible in person perception than weak points. In Study 1, thirty-nine respondents gave 5-7 descriptions of the personality of their actual friends, listed each five strong and weak points of their own personality, and responded to a self-esteem scale. The results showed the strong points were used more frequently in the descriptions than the weak points and that low self-esteem subjects used their weak points more frequently than moderate and high self-esteem subjects. In Study 2, respondents gave descriptions (attributes) of their friends, rating the degree each attribute described themselves together with the importance of the attributes. The results indicated that highly accessible and positive attributes were considered more important and more self-descriptive than low accessible attributes. In conclusion, the strong points were used more frequently than the weak points in order to maintain self-esteem in the processes of person perception.View full abstractDownload PDF (1693K) -
On the Optimal Strategies for Discourse MemoryHIROHITO CHONAN, TOMOYOSHI INOUE1998 Volume 46 Issue 4 Pages 413-421
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to examine the effects of the rehearsal strategies on the task of discourse memory. In this pilot study, subjects were instructed to memorize discourses under a spontaneous rehearsal condition. Analizing the rehearsal strategies the subjects employed, it was revealed that all the strategies could be clustered into the following four types: (1) Sign-Mouthing strategies; (2) Silent Reading strategies; (3) Mouthing strategies, and (4) Vocalizing. Based on the results of the probability of recall, the subjects were divided into two groups: High-Performers and Low-Performers. It was also found in this pilot study that most of High-Performers made use of Sign-Mouthing strategies, whereas most of Low-Performers made use of Silent Reading strategies. In the following experiment, subjects were instructed to memorize discourses by making use of four types which were observed in a previous study, showing that all the strategies improved their recall performances for High-Performers, and that Sign-Mouthing strategies improved the recall performances more than other strategies for Low-Performers. These findings were discussed in relation to the visuo-spatial and motor memory of the subjects.View full abstractDownload PDF (1461K) -
Effects of Conflicts with the Hearing World and Deaf IdentityTOSHIKATSU YAMAGUCHI1998 Volume 46 Issue 4 Pages 422-431
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to examine the effects of conflicts with the hearing world and deaf identity on psychosocial development in college students with hearing impairments. A questionnaire consisting of conflicts with the hearing world scale (Yamaguchi, 1997), deaf identity scale (Yamaguchi, 1997), and Erikson psychosocial stage inventory (Nakanishi & Sakata, 1993) was administered to 141 college students with hearing impairments. To examine the effects of conflicts with the hearing world on psychosocial development and the effects of deaf identity on psychosocial development, multiple regression analyses were conducted. The main results were as follows (1) As to the examination concerning all students, it was shown that conflicts with the hearing world had various and negative effects on psychosocial development, the acceptance of disability and the integrated identity were linked with identity formation (2) As to the examination concerning past educational history, remarkably differed relations were shown between conflicts with the hearing world, deaf identity and psychosocial development.View full abstractDownload PDF (1794K) -
Kyunghee CHOI, Kunijiro ARAI1998 Volume 46 Issue 4 Pages 432-441
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examines the relationship between RNEE (regulation of negative emotional expression) and satisfaction of friendship, and between RNEE and mental health. A questionnaire was developed to examine RNEE. The questionnaire on RNEE, satisfaction of friendship, self-esteem and depression were administered to 311 undergraduate students. Factor analysis of the RNEE scores yielded five factors relating to situations and motives of the regulation: (F1)-prosocial motives in a physically damaging situation; (F2)-prosocial motives in a verbally damaging situation; (F3)-prosocial motives occurring in a situation when a friend met with misfortune; (F4)-prosocial motives relating to a situation involving a friend's happiness and satisfaction; and (F5)-self-protective motives in a situation related to the avoidance of loss of face. It was found that (a) a high score of F2 or F5 in the RNEE was closely related to a low satisfaction of friendship,(b) a high score of Fl, F2, F4 or F5 in the RNEE was related to a low self-esteem, and (c) a high score of F5 in the RNEE was related to a high depression.View full abstractDownload PDF (1718K) -
Takaaki SHINTO1998 Volume 46 Issue 4 Pages 442-451
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to investigate the effects of appraisal of academic stressors and coping strategies on stress responses and academic motivation in junior high school students. In the first survey, subjects were made of 233 junior high school students. It was shown that appraisal of academic stressors, dependent emotion-focused coping and avoidance coping all were positively related to stress responses. On the other hand, positive emotion-focuced coping was seen negatively related to stress responses. In a second survey subjects were made of 495 junior high school students. It was shown that appraisal of academic stressors were negatively related to feeling of self-growth and academic motivation; but probrem-solving coping was positively related to a feeling of self-growth and academic motivation.View full abstractDownload PDF (1443K) -
Akihiko KARIYAZONO, Hitoshi HIROSE, Chiaki KARAKAWA1998 Volume 46 Issue 4 Pages 452-460
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to investigate the interaction among learning material mode, test mode, and learner cognitive mode. Cognitive mode was examined by “Thinking-Artistic cognitive mode”. The manipulated experimental factors were as follows: (1) learning material mode. sentence and picture; (2) test mode: sentence and picture; (3) thinking cognitive mode: high and low; and (4) artistic cognitive mode: high and low. Four-way ANOVA were conducted on test scores. The results showed a significant interaction between learning material mode and thinking cognitive mode that revealed the superior performance of high thinking cognitive mode group over low thinking cognitive mode group in sentence material; and it also showed a significant interaction between learning material mode and test mode which revealed correspondence effects between learning material mode and test mode on a test performance.View full abstractDownload PDF (3342K) -
ATSUSHI TERAO, TAKASHI KUSUMI1998 Volume 46 Issue 4 Pages 461-472
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis review focuses on knowledge acquisition which promotes transfer in mathematical problem (especially, algebra word problem) solving. Within mathematical problem solving, similar (nonisomorphic) target problems have been shown to be difficult for the learner to solve. The purpose of this review was to discuss what type of knowledge facilitated transfer to similar targets. We distinguished between three types of knowledge: knowledge based on examples, knowledge based on solution structures, and knowledge based on structure generation. In the example-based approach, the knowledge which facilitated transfer consisted of multiple examples and their solutions. We argued that this approach did not address the facilitation of transfer to similar targets. The solution structure-based approach suggested that the acquistion of abstract knowledge at the level of solution structures or forms of equations was necessary for transfer to occur. We found little experimental evidence supporting this approach. In the structure generation-based approach, the knowledge of how to construct solutions was considered to be the one promoting transfer. We think that this approach was the most promising of the three. We discussed further directions as to the acquisition of the knowledge of generating solution structures, and stressed the importance of clarifying the process of acquiring such knowledge.View full abstractDownload PDF (2271K) -
Sachiyo TANAKA1998 Volume 46 Issue 4 Pages 473-483
Published: December 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn Japan, along with the increase in the number of undergraduates, there has been an increase in the number of students chatting during class, and an increase in the number of students who don't apply themselves. This study comes to the conclusion that there are two main factors to be considered for the improvement of university education: (1) the way to increase students' motivation, and (2) the support of the teaching staff. For factor (1), when formulating curricula, it is necessary for teachers to be more intune with students' interests and more open when it comes to grading. Furthermore, a two-way communication as well as implementing various teaching strategies will help to increase students' motivation. For factor (2), the effective use of teacher evaluations by students and the training in teaching and counseling of prospective teachers were to be considered important in supporting teaching staff.View full abstractDownload PDF (1986K)
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