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Volume 51 (2003)
- Issue 4 Pages 367-
- Issue 3 Pages 251-
- Issue 2 Pages 121-
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Volume 51, Issue 3
Displaying 1-11 of 11 articles from this issue
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MINAKO ITO2003 Volume 51 Issue 3 Pages 251-260
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study is to examine the real circumstances of the pupils attending to health room which keep increasing in junior high school, and to clarify the consciousness for them of school nurses (SNs). Two hundreds and eighty five SNs responded to the following questionnaire consisting of,(1) scale on the SN's troubles about the pupils attending to health room,(2) opinions and satisfaction to their therapeutic work in the health room,(3) questionaire on being of SC (school counselor),(4) some questions on the pupils attending health room. In Study 1, answers of 106 male and 206 female pupils attending health room were examined. The results showed that SN's treatment and convalescence of the pupils were different among three revels of school, and there were some differences among types of non-attendance at school. In Study 2, it was indicated that SNs' troubles had three factors: busyness, worry about cooperation with teachers and parents, worry about correspondence to pupils attending to health room, and that SNs taking care of pupils attending to health room had much more troubles on busyness. SNs worring about pupils attending to health room, were afraid of therapeutic role. SNs in the schools employing SC who had more pupils attending to health room had less worry about correspondence and more satisfaction to their therapeutic work in the health room. And the significance of the cooperation between SN and SC was discussed.View full abstractDownload PDF (1783K) -
MIHO NAGASE2003 Volume 51 Issue 3 Pages 261-272
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present study was to examine the developmental processes involved in understanding of the concept of crowdedness. More specifically, it focused on the qualitative understanding of equal distribution and the interrelations of number, length, and crowdedness. Adolescents (11 to 17 years old, N=369) participated. The results revealed that in these youth, development of the understanding of crowdedness followed a U-shaped pattern. Understanding of the interrelation among the three concepts of number, length, and crowdedness was plateau in the 11 to 14-year-old. When it developed, the youths' understanding of equal distribution and the interrelation between 2 concepts temporarily dropped. However understanding of those matters improved in the 17-year-old participants, in whom reconstruction progressed. It was also found that qualitative understanding of the concept of crowdedness developed in the 16- and 17-year-olds, but it was not fully acquired even by the 17-years olds. The present findings suggest that development of qualitative understanding of the concept of crowdedness proceeds after 14 years old.View full abstractDownload PDF (3973K) -
HIROAKI MAEDA, KENJI TAGASHIRA, HIROAKI MIURA2003 Volume 51 Issue 3 Pages 273-280
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study aims to investigate relationships between the use of Vocabulary Learning Strategies (VLS) and learning achievement by Japanese EFL (English as a Foreign Language) high school students. Approximately 1,200 students from 15 high schools participated in the survey, which consisted of a questionnaire to ask their VLS use and a C-test to estimate their general learning achievement. The subjects were divided into three (high/mid/low-proficiency) groups by means of a test score. Confirmatory Factor Analysis supported three latent variables: organization, repetition, and image strategies, as preceding research states. It was also found that EFL proficiency correlated with the use of strategies: mid- and high-proficiency learners were more likely to use strategies than were low-proficiency students. Also it was found that the mid-and low-proficiency learners use the three strategy types in roughly constant proportions, but high-proficiency learners do not use image strategy in the same proportion as the other two strategies are used. Finally, a detailed description, implications for teaching, and question items are described for the development of vocabulary instruction in the classroom.View full abstractDownload PDF (1330K) -
Learners' Interpretations of Instructions and Generalization of KnowledgeYOSHIFUMI KUDO2003 Volume 51 Issue 3 Pages 281-287
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to consider a new way of explaining “example effects”, that is, the effect in which examples used when teaching concepts influence the generalization of that conceptual knowledge. University undergraduates (N=93) were explicitly taught a rule of seed plants, using the example of tulips. They then were asked to answer several questions about their interpretations of the instructions, and given a classification task in order to test generalization of the acquired knowledge. It was found that about 50% of students could not derive any general information about the rule from the instructions. They tended to make the concept classification error of undergeneralization. The results suggest that “example effects” can be explained by example-based induction.View full abstractDownload PDF (1222K) -
Hiroaki UECHI, KOJI TAKENAKA, HIDEKI SUZIKI2003 Volume 51 Issue 3 Pages 288-297
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to develop the Children's Stages of Change Scale for Physical Activity (CSCSPA) and the Children's Decisional Balance Inventory for Physical Activity (CDBIPA), which is a method of measuring the benefits (such as feeling better and healthier) and costs (such as being tired and wasting time) of physical activity. All participants were in elementary school grades 4 through 6. Participants in Study I were 201 boys and 200 girls. In Study I, the Children's Stages of Change Scale for Physical Activity was developed and tested. It showed high reliability and validity on the sample. Participants in Study II were 213 boys and 205 girls. Factor analysis revealed that the Children's Decisional Balance Inventory for Physical Activity had a 2-factor structure (the pros and cons of physical activity), consisting of 9 items; the scale showed high reliability and validity. Participants in Study III, conducted to examine the relation between 5 stages of physical activity (precontemplation, contemplation, preparation, action, and maintenance) and decisional balance, were 202 boys and 201 girls. Decisional balance was calculated by assessing the children's perception of the pros and cons of physical activity. ANOVA revealed that the scores on the Children's Decisional Balance Inventory for Physical Activity differed significantly across stages of physical activity. For both genders, perceived benefits increased and perceived costs decreased as physical activity increased. Using Z scores, the intersection of the pros and cons was located on the “action ” stage for boys, and on the “Maintenance” stage for girls.View full abstractDownload PDF (1693K) -
Standardization of the scale, and examination of the mechanism of cognition of contingencyIKUKO MAKI, YUKA SEKIGUCHI, SACHIE YAMADA, KANEO NEDATE2003 Volume 51 Issue 3 Pages 298-307
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study aimed at examining the mechanism of helplessness, by reconsidering contingency in learned helplessness theories. Study1 was to develop a perceived experience of contingency scale for junior high school students (PECS). A scale composed of two factors (contingent experiences non-contingent experiences) was developed, and the reliability and validity was demonstrated. Study2 compared scores on the PECS for students with school non-attendance and those without such a problem. No significant differences in the mean scores on each factor were found between the two groups. The result suggested that students without school non-attendance had lack of contingent experiences and much non-contingent experiences as much as students with such a problem. According to the result, the authors compared scores on the PECS for those with high helplessness and those with low helplessness behavior students in students who attend school. Significant differences in the mean scores on factorl were found between the two groups. The result suggested junior high school students' helplessness was caused by lack of contingent experiences rather than much non-contingent experiences.View full abstractDownload PDF (1824K) -
Instrumentality, Expressiveness, Self-Efficacy, and Outcome ExpectationsTOMOKO ADACHI2003 Volume 51 Issue 3 Pages 308-318
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the relationships among some concepts of social cognitive career theory. A questionnaire covering career self-efficacy, outcome expectations, vocational preference, and gender role personality was completed by 393 undergraduate students. The results of structural equation modeling indicated that self-efficacy and outcome expectations were useful predictors of interests across 6 vocational domains. In other words, the results suggest that both self-efficacy and outcome expectations play an important role in the process of interests formation among Japanese university undergraduates. The effect of instrumentality and expressiveness on vocational interests was found to be mediated by self-efficacy and outcome expectations. These relations differed, depending on the vocational domain. It is important to be aware that relationships between instrumentality, expressiveness, and interests differ according to the vocational realm. Research on the interests-formation processes should include consideration of the characteristics of each vocational area.View full abstractDownload PDF (1798K) -
Reframing and PlanningMEGUMI OIKAWA2003 Volume 51 Issue 3 Pages 319-327
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSDistraction is considered to be a useful strategy for regulating moods in daily life. However, distraction may produce a reverse effect, and furthermore, dependence on distraction can be a very serious problem. The present study investigates ways that the cognitive strategies of reframing and planning may reduce dependence on distraction, so that distraction can be used more effectively. A questionnaire measuring the effects of reframing and planning was completed by 213 college students. The questionnaire presented 2 stressful contexts for the future events and the past events, and students responded as to what they would do. The results, analyzed with multiple regression analysis, were as follows: planning reduced dependence on distraction for both stressful events. Reframing had different effects, depending on the stressful event, but was especially effective in the context of the future events. These results suggest that the cognitive strategies of reframing and planning could be very useful for reduction of dependence on distraction.View full abstractDownload PDF (1325K) -
Parents as SupportersSETSUKO TAMURA, TOSHINORI ISHIKUMA2003 Volume 51 Issue 3 Pages 328-338
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to develop a practical model for a team, including parents, which could support students not attending school, to categorize support teams into types, and to clarify characteristics and related problems for each type of support team. Types of support team practice found were as follows: In Type 1 (the most typical), the team consisted of 3 members (a teacher, a school counselor, and a parent). The members mutually consult. In Type 2, the team consisted of 2 members, a teacher and a school counselor. The members mutually consult, and also give consulation to the parent. Type 3 is similar to Type 2, in that the team consisted of 2 members, a teacher and a school counselor, and the members mutually consult, but in this type, only the teacher gives consultation to the parent. Type 4 is like Type 3, except that in Type 4, it is the school counselor who gives consultation and counseling to the parent. We named the Type 1 style “Core Support Team,” because the teacher, school counselor, and parent work as a core to drive the support process, and they give their support to the child through regular mutual consultations with each other. The model of a core support team is considered to be one of the significant team support models in school education.View full abstractDownload PDF (1764K) -
RINA EMURA, TAKAHIRO OKAYASU2003 Volume 51 Issue 3 Pages 339-350
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the effects of classroom-based social skills education on junior high school students' self-reported social skills and their subjective adaptation, including stress responses, school stressors, social support, loneliness, and tendency to refuse to go to school. Participants in the study were 133 seventh graders. The social skills education program, presented in 8 sessions over 6 months, focused on 7 target social skills: how to introduce oneself, how to invite classmates, how to give positive messages, how to ask classmates to cooperate, how to respect others, how to reject unreasonable demands skillfully, and how to control one's emotions. On the basis of a cluster analysis on the pre-during-post scores of selfreported social skills, participants were divided into 4 groups: (a) decrease,(b) increase from low to high,(c) high, and (d) increase from high to higher. The students whose social skills scores increased from low to high had decreased loneliness scores and increased scores for social support from friends. On the other hand, the students whose social skills scores decreased had increased irritation-anger scores. These results suggest that the classroom-based social skills education program implemented in the present study improved the students' social skills and their subjective adaptation to some extent.View full abstractDownload PDF (1805K) -
MIKIKO OCHIAI2003 Volume 51 Issue 3 Pages 351-364
Published: September 30, 2003
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSTeacher burnout is one of the most serious of human service worker burnout problems. Because this topic extends over many areas, including pedagogy, psychology, and sociology, teacher burnout should be viewed from an interdisciplinary perspective. The present article reviews overseas research on teacher burnout, and then explores the trends in research in Japan on this topic, focusing especially on factors relating to teacher burnout. A meta-analysis of previous studies suggested 4 perspectives that are necessary for future research work: (1) burnout is so specific in conception and generative mechanism that burnout studies should be separated from other studies of stress; (2) social and cultural perspectives are important, and knowledge of the unique qualities of each educational system and of the teachers' culture is especially indispensable; (3) longitudinal methods, such as life-history research with teachers, are necessary, as time-span is a significant variable in burnout; (4) qualitative approaches should be adopted, because thus far, quantitative studies have not fully portrayed the actual state of teacher burnout.View full abstractDownload PDF (2336K)
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