The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 47, Issue 2
Displaying 1-15 of 15 articles from this issue
  • Influence of Elementary School Children's Attitudes on the Negotiation Process and Their Performance in Discussion
    MIHOKO KURAMORI
    1999 Volume 47 Issue 2 Pages 121-130
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study investigated the influence of children's attitudes on their performance and the process of discussion of a moral task in terms of the assertiveness and cognitive empathy attitudes of elementary school children who scored at a lower level of moral development. Children scoring at a low level of moral development were paired with children scoring at a upper level, and divided into 4 groups on the basis of level of assertiveness and cognitive empathy. They participated 3 times in a moral discussion. The content of their utterances during the discussion and prepost differences in their moral level scores were analyzed. As regards the children who had scored at a low level of moral development, the levels of their assertiveness and cognitive empathy influenced the quality of their opinion and their partner's opinion, and that resulted in the differences of prompting moral stage development.
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  • ATSUSHI SATO
    1999 Volume 47 Issue 2 Pages 131-140
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Linville (1985, 1987) defined complexity of self-representation (self-complexity) in terms of the number of aspects used in cognitively organizing knowledge about the self and the degree of relatedness of these aspects. Using the H statistic as an index for self-complexity, she asserted that high self-complexity would buffer the pathogenic influence of life stress. The present article examines the buffering effect of selfcomplexity. In study 1, those who scored higher on the Beck Depression Inventory were significantly lower on positive self-complexity than low-scorers, as proposed by Woolfolk, Novalany, Gara, Allen, & Polino (1995). But no significant difference was found on negative self-complexity. In study 2, those higher in positive self-complexity experienced significantly lower negative affect following negative life events. These results suggest that high positive self-complexity may function as a buffer against depression and extremely negative affect. A possible relationship between positive self-complexity and the buffering effect was discussed from the point of view of the organization of self-representation and the accessibility of positive knowledge about the self.
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  • HIROSHI NAGAO
    1999 Volume 47 Issue 2 Pages 141-149
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study investigated factors that influence the ego developmental crisis state (ECS) in adolescence. In Study 1,191 junior and senior high school students and college students completed questionnaires assessing their ego developmental crisis state, ego strength, the existence of a chum in pre-adolescence, familial relations, and friendship. In Study 2,299 junior and senior high school students completed questionnaires assessing the impact of life events and their parents' image in childood, in addition to the above factors (with the exception of ego strength). The results showed that the degree of ego strength was the factor that most influenced the ego developmental crisis state. The results showing the importance of the infantile stage on the ego developmental crisis state supported Radke-Yarrow's socialization model (Radke-Yarrow et al., 1983). The impact of life events was also shown to be an influential factor in a maladjusted reaction to the ego developmental crisis state.
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  • TAKETOSHI SUGISAWA
    1999 Volume 47 Issue 2 Pages 150-159
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Statistical power was calculated for the articles published in the Japanese Journal of Educational Psychology between 1992 and 1996. The median power to detect small, medium, and large effects was. 15,. 68, and. 96 respectively, and was higher than the results of previous power surveys, such as Cohen (1962). The power was different, depending on the research area and the research method. The power of tests of null hypotheses as research hypotheses was relatively high, but was not high enough to justify the use of nonsignificant results to support research hypotheses. Sample effect size was also calculated and used to examine Cohen's (1992) criteria of effect size. The correlation between sample effect size and Nwas negative, and the correlation between sample effect size and 1/Nwas stronger. Despite critical views on the limitations of power analysis, more attention should be paid to power as long as significance testing continues to be the major tool of data analysis.
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  • JUNKO ITO, AIKO MARUYAMA, AKIRA YAMAZAKI
    1999 Volume 47 Issue 2 Pages 160-169
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study examined the relation between perceived self-regulation and prosocial behavior in preschool children. Thirty-three 5-year-old children evaluated their self-assertiveness and self-inhibition on the Self-Regulation Scale. Their prosocial behavior observed in a free-play session was classified as self-initiated behavior or requested behavior. For the data analysis, the children were divided according to their scores on self-assertiveness and self-inhibition into 4 types of perceived self-regulation: high-high, high-low, low-high, and low-low. The children who were high on both measures, that is, who recognized themselves as more assertive and more inhibited, engaged in more self-initiated prosocial behavior than did other children; the high-low children, that is, those who recognized themselves as more assertive and less inhibited, were less frequently asked by their friends for help than were other children. These results suggest that there are different types of perceived self-regulation in both self-assertiveness and selfinhibition. Furthermore, the children's prosocial behavior is related to the type of perceived self-regulation.
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  • Why Have a Child Now?
    KEIKO KASHIWAGI, HISAKO NAGAHISA
    1999 Volume 47 Issue 2 Pages 170-179
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of the present study was to examine the value of having a child for Japanese mothers in the context of the population revolution. Mothers were asked why they had decided to have a child their answeres were related to mothers' cohort (older vs. younger), number of children, and tendency towards individualizaion. Five factors were identified: 1) emotional value, 2) self-enhancement value, 3) social value, 4) dependence on the condition, and 5) child support system. The first three are concerned with psychological value of the child the last two relate to child care. All 3 psychological values were evaluated highly in both cohort groups, especially self-enhancement value. Social value was more highly recognized among the older cohort, dependence on the condition more strongly in the younger mothers. The mothers' tendency toward individualizaion was significantly related to their attitudes toward their child: the stronger the tendency toward individualizaion, the lower the mothers' evaluation of the value of the child, and the higher the tendency to recognize dependence on the condition.
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  • JUNKO ENOMOTO
    1999 Volume 47 Issue 2 Pages 180-190
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    This study investigated developmental changes of friendship in adolescence. Friendship was analyzed from the aspects of activity and feelings. The relation between these aspects and their respective developmental changes was examined using a questionnaire. The 908 students who participated were from junior high school (326), high school (335), and university (247). Through factor analysis, 4 factors were found in the aspect of activity: “Mutual Understanding”,“Intimacy”,“Play” and “Closed”. As for developmental changes, boys changed from “Play” to “Mutual Understanding”, and girls changed from “Intimacy” to “Closed” and then to “Mutual Understanding”. In the aspect as feeling, 5 factors were found: “Reliance and Security”,“Anxiety”,“Independence”,“Rivalry” and “Conflict”. Little developmental change was found in these factors. The relationship between the two aspects was that every factor of activities was related to the “Reliance and Security” factor in the feeling. From this, students establish reliable and secure friendships with their friends. On the other hand,“Intimacy” was mainly related to “Anxiety”, and “Mutual Understanding” to “Independence”.
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  • YOSHINORI SUGIURA
    1999 Volume 47 Issue 2 Pages 191-198
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Worry has 2 contrasting features: one representing a controlled problem-solving process and the other representing an uncontrollable process. The present study used causal modeling to investigate the relation between these 2 features. A questionnaire measuring features of the worry process was completed by 359 college students. On the one hand, the problem-solving orientation of worry reduced its uncontrollability directly, while, on the other hand, enhancing it indirectly through dissatisfaction with the problem solution. As a result of the double-sided effect of the problem-solving orientation of worry on its uncontrollability, the simple correlation between these two variables was nearly zero. Causal modeling further revealed effects of personality traits on the worry process. The active problem-solving style predicted the problem-solving orientation of worry. Concern over mistakes and poor problem-solving confidence predicted dissatisfaction with the problem solution. A model consisting of variables related to problem-solving explained 31% of the variance of the uncontrollability of worry, which suggests that both theoretical accounts and clinical interventions based on the problem-solving model would be promising.
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  • NAOKO OKAMOTO
    1999 Volume 47 Issue 2 Pages 199-208
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purposes of the present study were to examine 1) the relation between the existence of intimate others and the emergence of fear of success, 2) gender differences in the characteristics of fear of success, and 3) the relation between sex role expectations, the image of a success, and the emergence of fear of success. A projective measure of fear of success (Homer's style), a role expectation scale, and image of success scale were used to study 302 undergraduate students (149 males and 153 females). Results showed that males have a high fear of success when, in some competitive situation, they surpass people close to them, such as male best friends or girlfriends, whereas females have such feelings when they surpass their boyfriends. Also, the results showed that there are different aspects of fear of success in males and females: males tend to be afraid of success when they have fear of failure, while females tend to be afraid of success when they think that success would violate their traditional feminine role.
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  • HARUMI KOBAYASHI
    1999 Volume 47 Issue 2 Pages 209-217
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Young children who are at the beginning of lexical acquisition are surrounded by unknown objects whose names are also unknown. If mutual exclusivity (Markman, 1989) is useful in lexical acquisition, then it must be demonstrated that mutual exclusivity is useful in environments where more than one object is novel. In the present experiments, an experimenter showed 58 Japanese 4-year-olds an object set of 1 known object and 3 novel objects, and examined whether they were able to use cues provided by the environment (joint attention cues and/or place knowledge cues), in addition to mutual exclusivity, and make inferences correctly about novel names. The results showed that if 4-year-old children are provided appropriate joint attention cues, they are able to specify the objects to be considered in making inferences and then, with seemingly simultaneous application of mutual exclusivity, to relate a novel word correctly with an appropriate referent.
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  • Adolescents' Relations with their Parents and Friends
    Shinji NAGAMINE
    1999 Volume 47 Issue 2 Pages 218-228
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of the present study was to investigate the negotiation process in adolescents through hypothetical interpersonal conflict situations. A structured interview based on Selman's theory measured the respondents' interpersonal negotiation strategies in 3 different interpersonal contexts: situations with the adolescent's father, with the mother, and with a friend. Participants, 55 junior high school students and 56 university students, were classified into 4 or 5 patterns of negotiation process in each context in terms of the level of their scores on the 2 strategies-“best strategy” and “strategy after an obstacle”. The main results were as follows: 1)A significant difference was found for age only in the situations with friends. More of the university students than the junior high school students tried to maintain relationships with friends. 2)Participants who tried to maintain reciprocity considered the long-term relationship with their significant others, as compared with participants who always used unilateral strategies. 3)Analysis of individual patterns showed that adolescents' beliefs about the other person's response influenced each pattern.
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  • Yumiko AMAGAI
    1999 Volume 47 Issue 2 Pages 229-238
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purposes of the present study were to explore experiential factors affecting the feeling of trust, and to search for a way to encourage the development of trust. Using either the free description or SCT method for 48 helping professionals (teachers and school counselors) and 102 high school students, a 64-item test was prepared to measure experiences affecting trust. The items and trust scale were administered to 456 high school students. The result of the factor analysis showed that experiences affecting trust had 4 dimensions:“experience of acceptance”,“experience of approval”,“experience of deep attachment with parents” and “painful experience from personal relationships (negative effect)”. Furthermore, experiences affecting trust for 160 high school boys and 71 male high-school aged delinquents were investigated. Multiple regression analysis showed that delinquents' trust was mainly affected by experiences of approval and acceptance by adults, and that of regular high school boys by peer approval and experiences of personal-accomplishment. It was suggested that the path to self-confidence in adolescence follows a gradual shift in the locus of acceptance from adults to peers, and finally to self-acceptance.
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  • Toshiaki TANABE, Satoshi DOHNO
    1999 Volume 47 Issue 2 Pages 239-247
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    In Study 1, 2 axes-external unexpected (EU)-internal intrusion (II), and private life (PL)university life (UL)-were extracted from negative stress events, and 5 types of coping behavior were compared across 4 isolated negative stress groups. Participants were 102 undergraduate students. In Study 2, personality types, stress recognition, and responses were compared among the 4 groups. Participants were 113 undergraduates. The results were as follows: The Internal Intrusion-Private Life group had significantly higher “conversion of points of view” coping behavior than the other groups. This result was explained by the additional finding that the cognition and responses of the Internal Intrusion-Private Life group were both negative. Also, the escape coping behavior was significantly higher than the other coping behaviors for the External Unexpected-University Life group this was explained by the low recognition of threatening and also by the low recognition of capability followed burden. The results were discussed in terms of college students' styles of coping with negative stress events.
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  • Kiyotaka OKAMOTO, Yasuaki UECHI
    1999 Volume 47 Issue 2 Pages 248-258
    Published: June 30, 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purposes of the present study included designing a scale to ask adolescents in the second individuation process (Blos, 1985) the images of four target persons (mother, father, and the closest same-sex and other-sex friends), and using the resulting scale to investigate the relations between adolescents and their parents, and between adolescents and their friends. The questionnaire was completed by 821 junior and senior high school students in the early or middle stages of adolescence. From an iterated principal factor analysis, 4 factors were extracted about images of their parents: Idealization, Non-Dependence, Understanding, and Conflict, and 4 factors about images of their closest same-sex and other-sex friends: Reliability, Intimacy, Individuality, and Rivalry. The image of the adolescents' parents and of their same-sex and other-sex friends changed as the youth matured, relations between a female adolescent and her mother or closest friend were much closer than those between a male youth and his mother or closest friend. Non-Dependence on parents, and Understanding of the Mother, both accelerate Reliability and Intimacy with the same-sex friend.
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  • 1999 Volume 47 Issue 2 Pages 262-
    Published: 1999
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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