All issues
Volume 52 (2004)
- Issue 4 Pages 359-
- Issue 3 Pages 219-
- Issue 2 Pages 93-
- Issue 1 Pages 1-
Volume 52, Issue 1
Displaying 1-8 of 8 articles from this issue
- |<
- <
- 1
- >
- >|
-
NATSUYO KAWAMURA, HIROSHI SUZUKI, KEIJI IWAI2004 Volume 52 Issue 1 Pages 1-11
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the present study, 104 junior high school teachers were presented with a questionnaire describing 27 situations involving student guidance, in order to investigate their negative feelings and their reactions, including how the teachers discipline their students as a consequence of their fixed ideas about educational practices (Kawamura & Kokubu, 1996a). The results showed that the average correlation between the extent of the teachers' nagative feelings and the severity of the interventions was r=0.57 (SD=0.24), with a strong positive correlation found for each respondent. The students' attitudes described in the questionnaire were classified into confrontational situations, in which the students opposed their teachers and the school's rules, and situations in which students were disrespectful of their teachers and ignored the teachers and the rules. Only in the latter situations did the degree of the teachers' responses on the questionnaire significantly depend on the degree of their negative feelings. Conclusions were as follows: Teachers should understand their own feelings, particularly when their students are being disrespectful. The degree of teachers' interventions depends on the degree of negative feeling of their own. If teachers were to examine their own beliefs and the way they discipline their students, they would be more conscious of the acts of themselves caused by some negative emotions.View full abstractDownload PDF (1803K) -
YUKO SHIBAHASHI2004 Volume 52 Issue 1 Pages 12-23
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated psychological factors related to self-expression and expectation of friends' expression in adolescents' friendship. Junior and senior high school students (N=717) completed questionnaires. Factor analysis revealed 5 psychological factors: “a feeling of easiness toward friends”,“concern for others/discreteness”,“positive sense of value in frankness”,“anxiety about self-expression skill”, and “need for dominance”. The results from multiple regression analysis showed the following: (1) “positive sense of value in frankness” was related to all self-expression and all expectations of friends' expression; (2) “anxiety about self-expression skill” was related negatively to expression of opinion and dissatisfaction about friends; (3) among senior high school students,“a feeling of easiness toward friend”, was related to all self-expression; (4) among girls “concern for others/discreteness” was negatively related to expression of dissatisfaction, and among boys “need for dominance” related positively to it.View full abstractDownload PDF (2055K) -
Moderating role of the interdependent-independent construal of the selfYUJI KURODA, KEIICHI ARITOSHI, SHIGEO SAKURAI2004 Volume 52 Issue 1 Pages 24-32
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was (1) to investigate relations between the enhancement of close friendship and the mental health of Japanese college students, and (2) to examine whether that relationship varied with the students' scores on interdependent-independent construal of the self. The results were as follows.: (1) “Active enhancement”, in which participants evaluated their close friendship as better than others', and “passive enhancement”, in which participants evaluated their close friendship as not worse than others', were positively correlated with subjective happiness, self-esteem, and fulfillment sentiment, and negatively correlated with depression.(2) Correlations were stronger for participants who scored high on interdependent construal of the self than for those who scored low on that measure. Similarly, correlations were stronger for participants whose scores were low on independent construal of the self than for those whose scores were high.View full abstractDownload PDF (1592K) -
RIKA MIZUNO2004 Volume 52 Issue 1 Pages 33-43
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present experiment was conducted to explore the adequacy of a reacivation theory of spacing effects as an explanation of processing levels. Participants in the research were university students (N=72). Orthographic, phonological, and semantic tasks were presented once or repeated with various spacings, and reaction time and probability of recall were measured. A levels of processing theory predicts that the repetition of orthographic and phonological tasks would not lead to an improvement in memory performance, and that processing time would have no relation to memory performance. Reactivation theory predicts that repetition of a task would lead to an improvement in memory performance, that the most advantageous repetition space would be largest for semantic tasks and smallest for orthographic tasks, and that weighted cumulative response time would be logistically correlated with probability of recall. All results of the present experiment supported the predictions of reactivation theory, and were contrary to the predictions of the levels of processing theory. The conclusion was that reactivation theory could be used to explain processing levels.View full abstractDownload PDF (6830K) -
HARUKA KIMURA2004 Volume 52 Issue 1 Pages 44-51
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSRecent research has reported paradoxical effects of the suppression of thoughts about incomplete events, in which the frequency of target thoughts increases as a result of the intention to suppress them. The aim of the present study was to investigate ruminative thought intrusions, in light of these paradoxical effects of thought suppression. We predicted that an attempt to suppress thoughts about incomplete events would result in a larger number of paradoxical effects (i. e., an increased frequency of thought intrusions), relative to complete events. University and technical school students (33 women, 21 men) were asked to suppress or to think freely about the content of an incomplete story or a complete story. Consistent with the previously reported findings, the suppression group reported more frequent thought intrusions and more subjective experiences of thought intrusion, relative to the control group. Moreover, this paradoxical effect of thought suppression tended to be more prominent in the incomplete-story condition, relative to the complete-story condition. The increased thought frequency in the incomplete-story suppression group was maintained at a 1-week follow up. In summary, the present research found that incompleteness of a target event increases the difficulty of suppressing related thoughts.View full abstractDownload PDF (1329K) -
TOMOYUKI HAYASHI2004 Volume 52 Issue 1 Pages 52-60
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSResearch of the personality trait concepts in children, personal perception, and the Big Five theory has shown that young children begin to understand trait concepts from about 5 or 6 years of age, and form the Big Five concept that has same dimensions as that of adults by the upper grades in elementary school. However, the developmental process was not clear. This study examined hypotheses about the developmental process based on the Big Five theory. In Study 1, 5- and 6-year-old children (8 boys, 10 girls) were presented with action scenes of protagonists who showed personality characteristic of one of the Big Five dimensions, and predicted the protagonists' actions in similar scenes. It was found that 5-years-olds were successful in predicting the dimensions of Extroversion, Attachment, and Intellect, and 6-years-olds in predicting those and Controlling as well. In Study 2 (participants: 6 boys, 9 girls), however, it was suggested that their predictions for these dimensions were mostly based on a general dimension of Goodness.View full abstractDownload PDF (1537K) -
KOJIRO SHOJIMA, HIDEKI TOYODA2004 Volume 52 Issue 1 Pages 61-70
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn Japan, tests typically consist of true-false questions, testlets, and essay questions. A dichotomous response model is most suitable for true-false questions; a graded response model (GRM) or a generalized partial credit model (GPCM), for testlets; and a continuous response model (GRM), for essay questions. When tests contain more than one type of question, these differences make it necessary to use the applicable item response model in order to estimate item parameters. In the present research, we propose an estimation method for such tests, and use actual data to show how it is a applied. The discussion describes practical applications of this method.View full abstractDownload PDF (1468K) -
KOYO YAMAMORI2004 Volume 52 Issue 1 Pages 71-82
Published: March 31, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research investigated changes in the will of Japanese seventh graders to learn English as a foreign language, and studied reasons given by the students for the changes observed. The study was longitudinal, with 81 students at a public junior high school evaluated 4 times during one year. When the students first began to study English, more than 90% of them reported that they had a strong will to learn. However, by the end of the year, only 60% continued to report a strong will. The change in reported will from high to low occurred mainly in the second term. The students whose will became low had low self-efficacy after the final exam at the end of the first term.View full abstractDownload PDF (2012K)
- |<
- <
- 1
- >
- >|