All issues
Volume 51 (2003)
- Issue 4 Pages 367-
- Issue 3 Pages 251-
- Issue 2 Pages 121-
- Issue 1 Pages 1-
Volume 51, Issue 1
Displaying 1-11 of 11 articles from this issue
- |<
- <
- 1
- >
- >|
-
Kou MURAYAM2003 Volume 51 Issue 1 Pages 1-12
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the effects of test format on the use of learning strategies. Participants (83 eighth-graders) were randomly assigned to 1 of 3 classrooms, each of which corresponded to an experimental condition. The participants studied history for 5 sessions; at the end of each session, the teacher gave a test of that day's lecture. The test format varied according to the experimental condition: a cloze test, an essay test without comments by the teacher, or an essay test with comments by the teacher. Those who took the essay tests used more deep-processing strategies and fewer surface-processing strategies than those who took the cloze tests. The results also showed that more notes were taken in the essay-test conditions than in the cloze-test condition. Teacher's comments had little effect on the learning strategy used. Variables like achievement goals were found to moderate the obtained effects. The theoretical and practical value of this research was discussed.View full abstractDownload PDF (2122K) -
MIYOSHI ISOBE, SHOJI SATO2003 Volume 51 Issue 1 Pages 13-21
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present study was to investigate the social skills of relationally aggressive preschoolers. Aggression (relational aggression and physical aggression) and social skills (self-control skills, friendship-making skills, and assertion skills) of 362 preschoolers were assessed by using teacher-rating measures. On the basis of teachers' assessments of aggression, 4 groups (relationally aggressive, physically aggressive, relationally and physically aggressive, and non-aggressive) were identified. The main results were as follows: (1) Compared to non-aggressive children, relationally aggressive children and relationally and physically aggressive children were reported to have significantly lower levels of self-control skills. However, their teachers rated them as showing relatively higher levels on the other social skills measured (friendship-making and assertion skills).(2) Children identified from the ratings as relationally aggressive were also reported to have higher levels of social skills toward their teachers.(3) Relationally aggressive girls, but not boys, showed partial deficiency in friendship-making skills. It was suggested that, in order to be effective, a social skills training program for relationally aggressive children should emphasize self-control skills.View full abstractDownload PDF (1465K) -
RIKA IMADA, SHIN-ICHI KOMATSU, TOMONE TAKAHASHI2003 Volume 51 Issue 1 Pages 22-32
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSA test battery purported to assess a range of attentional functions, including selective attention, sustained attention, response inhibition, and divided attention, was taken by 572 elementary school children (6 to 12 years old). Analysis of subtest scores revealed the developmental course of attentional functions in children without disabilities. On the basis of the data, we constructed norms which allowed us to convert raw subtest scores into grade-scaled scores. Correlational analysis indicated that the subtest scores were ascribable to selective and sustained attentional components. Moreover, correlations between the subtest scores and IQ were found to be very small when age was partialed out. From an examination of the relation between the subtest scores and teachers' ratings of inattention, we found that, in comparison with grade-matched controls, first-to fourth-graders who were rated as inattentive showed poorer performance on the sustained attention indices, but not on the selective attention index. In contrast, inattentive fifth- and sixth-graders' selective attention was inferior, but their sustained attention was not significantly different from other children's. These findings suggest that the present test battery would help in the assessment of attentional problems.View full abstractDownload PDF (2040K) -
MICHIKO SAKUMA, TAKASHI MUTO2003 Volume 51 Issue 1 Pages 33-42
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe aims of the present study were to construct scales measuring motives toward the self-concept depending on social relations and the sense of variability in that aspect of self-concept, and to examine gender differences in the relation between these scales and self-esteem. Questionnaires that included scales evaluating the degree of their perceived variability, motives toward and sense of variability, and self-monitoring, as well as independent and interdependent self-construal were completed by 742 college students. The main results were as follows: (1) Factor analysis on motives toward variability yielded 4 factors (maintaining social relations, unintentional/unconscious, acting/masking, and relationship quality), whereas factor analysis on sense of variability yielded 2 factors (positive and negative sense of variability). Reliability and validity of those scales were confirmed.(2) Women scored higher than men on maintaining social relations, unintentional/unconscious, and relationship quality.(3) Negative sense of variability and self-concept variability by way of acting/masking were negatively correlated with self-esteem for the women only, which suggests that a gender difference may exist in the relation between variability of relational self and self-esteem.View full abstractDownload PDF (1864K) -
REIKO MIZUMA2003 Volume 51 Issue 1 Pages 43-53
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSFeelings of self-disgust may be connected with the process of self-development. The purpose of the present study was to examine this relation. The following hypotheses were examined by questionnaire method: (1) the intention to change the negative self when experiencing feelings of self-disgust would be related to daily self-reflection and positive future image; (2) the intention to change the negative self would be facilitated by the frequency of experiencing feelings of self-disgust in daily life, and possibility by guides to adherence to feelings of self-disgust. Participants were 255 university students (M=128, F=127). The results were as follows: (1) The intention to change the negative self was higher in those who reflected on themselves very often, deeply and without reactance facing their own negativity.(2) The intention to change the negative self was a little higher in those whose future image was positive.(3) The intention to change the negative self was higher when the frequency of daily experiences of feelings of self-disgust was high but did not guide to the adherence to self-disgust feelings.View full abstractDownload PDF (1900K) -
Verbal Categories Developed with a Grounded Theory ApproachKYOKO HARADA2003 Volume 51 Issue 1 Pages 54-64
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to demonstrate how non-professional people counsel others, by examining their natural dialogues in a role-played counseling and helping situation. In order to do an inductive analysis of the dialogue data, grounded theory (a kind of qualitative approach) was used. Dialogues between same-age and same-sex pairs of university students were recorded, in which the students role-played counseling and helping situations, either presenting a problem (2 men, 2 women) or listening (10 men, 10 women). After categories were created from the data in 4 analytical stages from labeling concepts to selecting final categories, 6 categories were extracted: (1) guessing/understanding/confirmation,(2) affirmation/reception,(3) searching for information,(4) disclosure of self and acquaintance,(5) presentation of a different viewpoint, and (6) remarks aimed at solving the problem. Comparing these categories with those from previous studies, it was found that non-professional listeners disclosed their own experiences and promoted problem resolution differently from the methods of a clinical interview or professional helping techniques. The categories in the present study, derived from the participants' data, realistically portrayed counseling that people do to help others in their daily lives. In the past, this topic has not been investigated through research.View full abstractDownload PDF (1961K) -
YOSHIKO HABUCHI2003 Volume 51 Issue 1 Pages 65-75
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined cross-language word processing between participants' native language (L1) and second language (L2). Participants in the study were fluent speakers of English whose first language was Japanese. In Experiment 1, in which a translation task was used, the critical experimental manipulation was word concreteness. Translations from Japanese to English (forward translation) and from English to Japanese (backward translation) were compared in terms of translation latency and the number of words recalled correctly. The results showed that the latency of forward translation was longer than for backward translation, and that the latency for the translation of concrete words was longer than for abstract words. More concrete words than abstract words were recalled correctly. In Experiment 2, performance on a word-reading task was compared with that on the translation task. The results indicated that only the number of concrete words recalled correctly in forward translation was larger than that in the reading conditions. It was suggested that only forward translation of concrete words is conceptually mediated.View full abstractDownload PDF (2113K) -
MASAKO NAKAMURA2003 Volume 51 Issue 1 Pages 76-85
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examines the influence of mothers' environmental consciousness and environment-conscious behavior on their children from the point of view of socialization. Data were collected from mothers and their children via special on-line equipment that enabled participants to send in answers from their homes. Children participating included junior and senior high school students (141), students in higher education (66), and unmarried adults living with their parents (66). Multiple regression analysis and logistic regression analysis were conducted to explain the children's environmental consciousness on a general scale of environment-conscious behavior and 13 specific environment-conscious behaviors. The findings were: (1) the extent of the mother's environmental consciousness was a significant explanation for the child's level of environmental consciousness; (2) the extent of the mother's environment-conscious behavior was also a significant explanation for the extent of her child's behavior; (3) the validity of the model was improved by adding mother-related variables; (4) mother-related variables were most effective in the logistic analysis of 10 of the 13 types of environment-conscious behaviors included in the study. Environment-conscious behavior was most frequently practiced by children when their mothers not only practiced it themselves, but also requested their family members to do so. The influence of mother-related variables was greater for children who were university students or adults than for those who were in junior or senior high school.View full abstractDownload PDF (1797K) -
YUJI KURODA, SHIGEO SAKURAI2003 Volume 51 Issue 1 Pages 86-95
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the present study, we examined 2 mechanisms that may mediate between goal orientation in peer relations and depression. According to Dykman's (1998) proposal, we examined Hammen's (1991) stress-generation model as one of these mechanisms. Furthermore, we expanded the stress-generation model by proposing and examining a “ ‘eustress’ -generation model,” which hypothesizes that adaptive interpersonal behavior→generation of positive interpersonal stress→(non) depression. We renamed the existing stress-generation model, which predicts that negative interpersonal stress will be generated, as the “distress-generation model.” Kinds of goal orientation investigated were: (1) interpersonal experience/growth (the goal of developing oneself by acquiring interpersonal experiences),(2) performance approach (the goal of obtaining positive personality evaluations in peer relations), and (3) performance avoidance (the goal of avoiding negative personality evaluations in peer relations). The results were as follows: (1) A high interpersonal experience/growth goal led to low depression through prosocial or relationship-maintenance behavior and ‘eustress’ -generation.(2) A high performance-approach goal led to low depression through relationship-maintenance behavior and ‘eustress’ -generation.(3) A high performance-avoidance goal contributed to high depression because that did not generate relationship-maintenance behavior or interpersonal ‘eustress’.View full abstractDownload PDF (1693K) -
YASUKO OZAKI2003 Volume 51 Issue 1 Pages 96-104
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research investigated how attachment and temperament affect children's reactions to maternal separation in early childhood. Observations of 101 children separated from their mothers were made when they were playing with their peers, during the first year after they entered a family education center. The children, ranging in age from 2: 6 to 3: 5 years at the start of observations, were classified into 4 groups according to their reactions to maternal separation: (a) easy separation group (N=29): those who easily separated from their mothers from the beginning of the year; (b) slow separation group (N=26): those who, during the year, gradually became better at handling the separation;(c) consistent separation group (N=29): those who had consistent reactions to separation throughout the year; and (d) difficult separation group (N=17): those who had difficulty separating from their mothers even at the end of the year. The observations indicated that the children in the slow-separation and difficult-separation groups had more shy temperament in new situations than those in the easy-separation group, whereas the children in the slow-separation group showed better attachment security than those in the difficult-separation group. These results suggest that children's patterns of reaction to maternal separation in early childhood could be predicted from a combination of their attachment security and their temperament.View full abstractDownload PDF (1461K) -
TOSHIO YOSHIDA, YUJI TSUBOTA, TAKAHIRO HAYAKAWA2003 Volume 51 Issue 1 Pages 105-114
Published: March 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the effects of an intervention designed to facilitate children's perception of emotions. Children in the experimental group were presented with videotaped scenes of children and, in order to enhance the category accessibility of cues for the perception of emotion, instructed to infer the emotions of the children in the video and to describe those emotions as well as the cues they had used to make their inferences. The dependent variable was the degree of attention paid to the emotions of other children. Participants in the study were 113 fifth-graders in an elementary school. The children in the experimental group participated in the training sessions for 11 days. Before and after the training period, children in both conditions were asked to describe the emotions they had perceived while interacting with other children during the preceding 2 weeks. The dependent variable was the number of descriptions reported. Statistical analysis indicated that the children in the experimental condition had paid more attention to the emotions of children they had interacted with than had the children in the control condition.View full abstractDownload PDF (1894K)
- |<
- <
- 1
- >
- >|