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Volume 50 (2002)
- Issue 4 Pages 393-
- Issue 3 Pages 261-
- Issue 2 Pages 129-
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Volume 50, Issue 3
Displaying 1-12 of 12 articles from this issue
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Two Types of Narcissism in Young AdultsATSUSHI OSHIO2002 Volume 50 Issue 3 Pages 261-270
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present paper is to classify adolescents and young adults from the viewpoint of narcissism, and to identify characteristics of their interpersonal styles and adaptation. In Study 1, 511 adolescents and young adults (mean age 19.8 years) completed the Social Phobic Tendency Scale, the Aggressive Behavior Scale, the Individual and Social PN Orientation Scales, the Narcissistic Personality Inventory-Short Version (NPI-S), and a General Health Questionnaire. In Study 2, 384 of the participants in Study 1 were described by their friends. A principal component analysis of subscales of the Narcissistic Personality Inventory-Short Version resulted in 2 principal components: one implying entire narcissism, and the other, a dominant level on the “need for attention and praise” subscale of the Inventory. The participants were then divided into 4 groups according to their scores on the 2 principal components. The results indicated that adolescents and young adults who score high on narcissism could be divided into 2 groups that have similar characteristics to the 2 types of narcissism dealt with in psychoanalytic studies.View full abstractDownload PDF (1796K) -
Problem-FocusedC oping Strategiesa nd the Uncontrollabilityo f ThoughtsYOSHINORI SUGIURA2002 Volume 50 Issue 3 Pages 271-282
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS“Worry” is uncontrollable negative thinking, but, at the same time, it represents an active coping process. Research has demonstrated that the use of problem-focused coping strategies can enhance the uncontrollability of thoughts about stressors. In the present study, internal statements evaluating and regulating problem-solving processes were hypothesized to be the mechanism that links problem-focused coping strategies and the uncontrollability of thoughts. A questionnaire was completed by 177 students. The internal statements that mediated the relation between problem-focused coping strategies and uncontrollability were of 2 types, namely, those reflecting high motivation and adherence to problem-solving, and those reflecting a pessimistic view of the problem-solving process. Inspection of the nature of the internal statements suggested that persistence of thinking is important in the etiology of uncontrollable thinking (“worry”).View full abstractDownload PDF (2193K) -
SAYURI NISHIZAKA2002 Volume 50 Issue 3 Pages 283-290
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the effects of stress, pre-school teacher efficacy, and hardiness on the mental health of kindergarten teachers. Participants in the study were 186 teachers working in public school kindergartens. Factor analysis identified 4 factors: “human relations in the office,” “much work and insufficient time,” “children's difficulty in understanding and complying,” and “difficulties in managing the class.” Path analysis showed that “human relations in the office” and “much work and insufficient time” influenced mental health, and were buffered by hardiness.View full abstractDownload PDF (1418K) -
SHUICHI TAMURA, TOSHINORI ISHIKUMA2002 Volume 50 Issue 3 Pages 291-300
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to clarify the relation between teachers' help seeking preferences and their self-esteem, and then to examine how to help teachers. A questionnaire survey was completed by 214 junior high school teachers in Japan. The results were as follows: Female teachers were more likely to prefer to seek help than were male teachers. Male teachers' self-esteem was higher than that of the female teachers. No differences were found across age groups with respect to teachers' help seeking preferences or self-esteem. Among male teachers up to 45 years of age, the higher the teacher's self-esteem was, the more likely he was to prefer seeking help. On the other hand, for female teachers 41 years old or older, the higher the teacher's self-esteem, the less likely she was to prefer seeking help. Implications of the results were discussed in terms of how support should be provided for junior high school teachers.View full abstractDownload PDF (1698K) -
RIE UEKI2002 Volume 50 Issue 3 Pages 301-310
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the structure of high-school students' beliefs about learning. In the present research, problems with the learning beliefs inventory proposed by Ichikawa (1995) were pointed out, and improvements were attempted. The definition of learning beliefs was limited to the belief about how learning occurs, or, in other words, what the students believe is an effective strategy for promoting learning. The students were asked to provide free descriptions of their beliefs about learning. When the data were analyzed, they revealed a previously unreported belief:“environmental intention,” the belief that it is most effective to leave one's learning strategy to the study environment. The results also suggested that many students who support one belief about learning are negative about other beliefs.View full abstractDownload PDF (1708K) -
HARUMI MUROYAMA2002 Volume 50 Issue 3 Pages 311-322
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study were to examine the applicability of the Computer Assisted Career Guidance System (CACGs) for Japanese young people, using a prototype version of it, and to determine conditions for using this system effectively. The effect of users' level of vocation preparation on evaluation of the system was also considered. Participants, 56 undergraduates, first completed a questionnaire about their level of vocational preparation. Then, the students used the Guidance System and evaluated their impression of and satisfaction with it. Analysis of the order and time spent on using each function of the system revealed that they almost matched expectations. Regardless of the students' level of vocational preparation, nearly all of them described strong general satisfaction with and interest in using the system. Students with high vocational preparation scores paid most attention to the function of a vocational test, whereas students with low vocational preparation scores described various needs for information about vocations.View full abstractDownload PDF (2114K) -
TAKUHIKO DEGUCHI2002 Volume 50 Issue 3 Pages 323-333
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present research was to investigate the relationship among teachers' instructions to pupils, the children's individual characteristics, and the children's frequency of speaking in small-group learning. A questionnaire for children, completed by 463 elementary school children, covered cognitive empathy, self-evaluation of academic performance in science, frequency of speaking in class, and cognition of the outcomes. A questionnaire for teachers, completed by 15 science teachers, included questions about frequency of instructions. On the basis of scores on frequency of instructions (high-middle-low), empathy (high-low), and self-evaluation (high-low), the children were divided into 12 groups, and analyses of variance were conducted on the questionnaire results in order to determine whether there were any differences among these groups. The results were as follows: (1) children who reported that they spoke out frequently had both high empathy and high academic ability,(2) when teachers instructed the children, even children who indicated low self-evaluation and high empathy spoke out to some degree, and (3) children who indicated high self-evaluation and low empathy may be negatively affected by teachers' instructions.View full abstractDownload PDF (2001K) -
CHIKA NATSUBORI2002 Volume 50 Issue 3 Pages 334-344
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study explores general beliefs about the evaluation of stories written by school children. A total of 40 adults rated 25 items that could be used to evaluate stories. The raters were told that the evaluators would be either a teacher or a child, and the story, either a folktale, a mystery, a love story, or nonfiction. Next, 64 people were asked to rate 4 stories written by children which were different in the development of the tale and in semantic contents. Ratings were done imagining that the rater was a teacher, and then imagining that the rater was a peer of the child who wrote the story. Evaluations made by raters who were imagining how a teacher or a child-peer would rate the story could be accounted for by the quality of the presentation of the story and the moral message of the story. Compared to the other conditions in the present experiment, the evaluations made when raters were imagining how a teacher would respond gave little weight to technical skills, and emphasized the stories' moral message. The observed gap between evaluations done from what the raters thought was a teacher's viewpoint and a child's viewpoint was derived not from the development of the stories, but from the stories' semantic contents and characteristic expression. Moreover, although the raters' evaluations when rating as a child's peer focused on the semantics of the stories, the ratings done as a teacher did not seem to do so.View full abstractDownload PDF (1976K) -
TOMOKO KUWASHIRO, HIDEYO GOMA, HAJIME MORISHITA2002 Volume 50 Issue 3 Pages 345-354
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the psychological state and interpersonal relations of adults who, as school children, were shool non-attendees. The Baum (Tree) Test was administered to 28 former non-attendees (19 men, 9 women; present age, 21-26 years, average 23.7 years) and to 33 men without that history (present age, 22-26 years, average 23.1 years). The form of their drawings of trees was analyzed. The main results were as follows: (1) the neurosis symptom scores (Städeli, 1954) of the nonattendees' drawings were higher than those of the other participants; (2) immaturely shaped branches or crowns of trees appeared more frequently in the non-attendees' tree drawings than in the control participants' drawings; (3) high neurosis symptom scores and premature figures were more common in the non-attendees who did not go to school for more than 2 years than in those whose non-attendance was less than 2 years. These results suggest that former school non-attendees are, as adults, in an unstable psychological state.View full abstractDownload PDF (3681K) -
Coherence of Narrative StructureHARUO NOMURA2002 Volume 50 Issue 3 Pages 355-366
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the relation between the structure of self-narratives and achievement of identity in persons over 65 years of age. Community residents between 65 and 86 years old (15 men, 15 women, average age 75) completed the Erikson psychosocial stage inventory, a measure of achievement of identity. Self-narratives were elicited by asking the participants to illustrate personality trait terms with their own past experiences. On the basis of structural coherence, the narratives were analyzed on 3 dimensions: specificity (the extent to which evidence was provided), detail (the amount of information), and relevance (the degree of pertinence to the topic). The results showed that the amount of detail and the degree of relevance of the narratives were related to achievement of identity. The present results imply a relation between the structure of self-narratives and identity. Especially, when asked to illustrate negative personality trait terms, participants with lower achievement of identity constructed narratives that were emotionally detailed and irrelevant to the target trait term. However, the relation of identity to the amount of detail and the degree of relevance of the narratives was not linear, and specificity of the narratives was not related to identity.View full abstractDownload PDF (2204K) -
Pupils' Individual Cognitive StylesMIYAKO IIDA2002 Volume 50 Issue 3 Pages 367-376
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present research was to examine the impact of a teacher's cognitive dimension toward pupils on the pupils' cognitive style, and the influence of that on the pupils' morale in school. The nature of the teachers' demands was examined for 4 children. The results were as follows: (1) When the pupil recognizes the teacher's cognitions as positive, the intensity of the direction by denial is mainly underestimated, and the demand in relation to activities that the pupil can do well is overestimated.(2) When a pupil's reaction to a teacher's request is self-criticism, the direction by denial about a demand in relation to an activity that the pupil cannot do skillfully is overestimated, and that about a demand for something the pupil can do well is underestimated. These results show that each pupil's cognitive style in response to teachers' demands is one of the important factors that determines the pupil's morale in school. To understand pupils' morale, it is necessary to take into consideration not only how teachers react to the pupils, but also how the pupils react to environmental cognitive factors, especially the teacher's cognitions.View full abstractDownload PDF (1775K) -
MASAMICHI YUZAWA, YASUMASA YAMAMOTO2002 Volume 50 Issue 3 Pages 377-387
Published: September 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined whether instructions emphasizing the relations between science and mathematics would improve students' learning of science. Students in 2 public junior high school classes received 1 of 2 types of instruction concerning the physical law predicting that the weight of oxidized metal is proportionate to the weight of the metal before oxidation. Students in the experimental class first deduced the physical law from an atomic model, and then, in order to obtain the proportion of the weight of the metal to the oxidized metal, designed 2 experiments by themselves, using what they had learned about proportionality in their mathematics class. 2 teachers were in charge of the experimental class: a science teacher and a mathematics teacher. The students in the control class induced the physical law from experiments on the oxidation of magnesium. They designed an experiment to obtain the proportion of the weight of the metal to the oxideized metal, but did this 1 time only, and only 1 teacher (a science teacher) was in charge of their class. It was found that the students in the experimental class did better on tests involving calculations based on physical laws, and took measurement errors into consideration more appropriately, than did students in the control class.View full abstractDownload PDF (2134K)
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