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Volume 53 (2005)
- Issue 4 Pages 441-
- Issue 3 Pages 297-
- Issue 2 Pages 151-
- Issue 1 Pages 1-
Volume 53, Issue 2
Displaying 1-13 of 13 articles from this issue
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HITOSHI YOSHIMURA2005 Volume 53 Issue 2 Pages 151-161
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the relation between club members' exclusive attitudes toward other small group members and their captains' leadership style, with respect to the adjustment to activities in junior high school extracurricular athletic clubs. Participants, 304 seventh-grade students (183 boys, 121 girls) belonging to athletic clubs at 4 junior high schools, completed a questionnaire. The following results were obtained: When diligent captains were authoritarian, members who were exclusive to other small group members participated in the club activities more diligently than when diligent captains were nonauthoritarian. In addition, members belonging to authoritarian clubs and who were exclusive to other small group members were more satisfied with the atmosphere in their clubs than were similarly exclusive youth belonging to non-authoritarian clubs. We conclude that the relation between club members' exclusive attitudes toward other small group members and their captains' leadership style had a great influence on members' adjustment to club activities.View full abstractDownload PDF (1932K) -
Negative Rumination, Perfectionism, Immodithymic Personality, Dysfunctional Attitudes, and Depressive StatesTAKU ITO, KOJI TAKENAKA, ICHIRO AGARI2005 Volume 53 Issue 2 Pages 162-171
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSAlthough many psychological variables predisposing people to depression have been proposed, factors common to them have not been investigated. The present study examined whether negative rumination might be a common factor in several predispositions to depression, such as perfectionism, immodithymic personality, and dysfuctional attitudes. Undergraduate students (N=191) participated in an 8-month longitudinal study. Correlational and multiple regression analyses indicated that (1) perfectionism, immodithymic personality, and dysfunctional attitudes commonly correlate positively with negative rumination, and (2) negative rumination, but not perfectionism, immodithymic personality, or dysfunctional attitudes, was a significant predictor of depression. These findings suggest that negative rumination, as a common factor of vulnerability to depression, has a place in the mechanism of depression caused by perfectionism, immodithymic personality, and dysfunctional attitudes.View full abstractDownload PDF (1558K) -
KOU MURAYAMA2005 Volume 53 Issue 2 Pages 172-184
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSTo unravel the mechanism of test-expectancy effects on strategy change, 2 experiments were conducted. Participants read prose passages expecting a cloze test to follow, and their reading strategies were measured. In Experiment 1 (N=136), participants in the surface-processing cloze test condition expected to be given a cloze test for which rote-learning strategies would be useful, whereas those in the deep-processing cloze test condition expected a cloze test for which deep-processing reading strategies would be useful. The results showed that, compared with a control test condition, both surface-processing and deep-processing cloze test conditions increased the use of rote-learning reading strategies, suggesting that test format, rather than test demand, had an important role in strategy change. In Experiment 2 (N=48), participants were assigned to a control, easy cloze test, or difficult cloze test condition. The results suggested that in addition to strategy attribution, test difficulty was a determinant of strategy change. A process model of test-expectancy effects on strategy change was proposed.View full abstractDownload PDF (2303K) -
Developmental Changes in Elementary and Junior High School Pupils, Domain Specificity, and Grade and Gender DifferencesMASATO SAWADA2005 Volume 53 Issue 2 Pages 185-195
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to identify emotions that are related to envy. In Study 1, using interviews in which participants responded to 13 emotion-arousing questions, 172 experiences that resulted in feelings of envy were collected from 92 elementary and junior high school pupils. These data revealed that envy is composed of 3 groups of emotions. In Study 2, another 535 pupils were asked to rate 12 items in hypothetical stories covering 8 domains. Regardless of domain differences, both explanatory and confirmatory factor analyses revealed 3 causal factors: antagonistic feelings, anguished feelings, and feelings of inadequacy. Analysis of variance revealed that the rating for antagonistic feelings were higher for boys than for girls in ability-related domains, and that scores in certain domains increased with increasing grade for both anguished feelings and feelings of inadequacy. These findings suggest that feelings of envy are dependent on age as well as on the nature of the domain.View full abstractDownload PDF (1927K) -
Verification of Enjoyment as a MediatorJUNICHI NISHIDA, KIMIO HASHIMOTO, TOSHIHARU YANAGI, ASAKO BABA2005 Volume 53 Issue 2 Pages 196-208
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present study was to verify the causal relationship in a model proposing that the amount of organized camp experience a child had would influence changes in that child's mental health through the mediating concept of the enjoyment associated with organized camp experiences. Elementary school children (N=202) participated in an organized summer camp program for 1 week or 10 days. Before going to camp, they completed a demographic questionnaire and the Mental Health Pattern for Children (MHPC: pretest). Immediately after the end of the camp, they completed the latter instrument again and also the Inventory of Organized Camp Experience for Children (IOCE-C) and the Children's Organized Camp Enjoyment Scale (COCES). Results from a structural equation modeling analysis indicated that the proposed model generally showed an acceptable fit. The direct path from experience at organized camp to changes in mental health was not significant. Indeed, indirect paths showing mental health changes via enjoyment were larger than the direct path.View full abstractDownload PDF (2166K) -
Effect on Anxiety in Late Adolescent WomenHIROSHI UTSUNOMIYA2005 Volume 53 Issue 2 Pages 209-219
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to develop a measure of late adolescent women's perception of interparental commitment, and to examine the relation of interparental conflict and anxiety in those young women. The Children's Perception of Interparental Commitment Scale was completed by 136 women (mean age, 20.4; SD, 1.25). Factor analysis yielded 4 factors:“whole acceptance of being/one and only”“social pressure/powerlessness,”“idea of permanence/group orientation,” and “material dependence/efficiency.” A low score on “whole acceptance of being/one and only” and a high score on “social pressure/powerlessness” were related to anxiety. Among the young women who lived with their parents, anxiety was closely related to interparental commitment. The relation between interparental conflict resolution and anxiety differed slightly, depending on the women's type of commitment to marriage.View full abstractDownload PDF (1798K) -
Defensive Pessimism and Strategic OptimismMIKI TOYAMA2005 Volume 53 Issue 2 Pages 220-229
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the academic achievement of defensive pessimists, that is, students who recognize positive past experience but have low expectations for future outcomes, and strategic optimists, students who acknowledge generally positive past experiences and expect positive outcomes in the future, and also to examine the role of the cognitive strategies of defensive pessimism and strategic optimism in the test coping and academic achievement of junior high school students. The findings indicated that the defensive pessimists performed as well as the strategic optimists. Moreover, for the defensive pessimists, avoidant-thinking and optimistic-thinking coping were both negatively related to academic achievement. However, avoidant-thinking and optimistic-thinking coping were found not to be related to the academic achievement of the strategic optimists. The defensive pessimists who did not use either avoidant-thinking or optimistic-thinking coping subsequently performed significantly better academically than did those who used avoidant-thinking coping. In contrast, the opposite pattern emerged in strategic optimists. Strategic optimists who used avoidant-thinking coping subsequently performed significantly better on academic achievement than those who did not use that coping style.View full abstractDownload PDF (1654K) -
HARUKA KIMURA2005 Volume 53 Issue 2 Pages 230-240
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSResearch on the paradoxical effect of thought suppression has suggested that suppressing a thought enhances intrusions of related thoughts, an effect that is more salient when intention to suppress is stronger. The present study examined paradoxical effects of suppression style on thought suppression. It was predicted that individuals with an active suppression style (shutting the thought completely out of their mind) would have a higher suppression intention and experience more paradoxical effect, whereas individuals with a passive suppression style (fending off the thought when it comes to mind) would have a lower suppression intention and experience relatively less paradoxical effect. Participants in the research were college students. In Experiment 1, participants (49 men, 38 women; average age 20.41) were instructed to suppress a neutral stimulus after an active or passive suppression style was induced. In Experiment 2, participants (59 men, 31 women; average age 20.24) were divided into active or passive suppression style groups, depending on their score on a chronic suppression style scale, and were instructed to identify and suppress one personal concern. The results from both experiments support the notion that active suppressors experience more paradoxical effects, compared to passive suppressors. Furthermore, in the strategic suppression group, in which participants were told to use the strategy of replacement thoughts during the suppression period, paradoxical effects did not emerge, regardless of suppression style.View full abstractDownload PDF (2057K) -
SHINICHIRO KAKIHANA2005 Volume 53 Issue 2 Pages 241-251
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSOf the 46 characters in the Japanese kana syllabary, twenty can appear with or without 2 marks (like quotation marks) to the right of the upper right corner of the character. When the 2 marks are there, the consonant of the consonant-vowel syllable is pronounced as a voiced consonant (e. g.,/ta/becomes/da/). The present research investigated whether young Japanese children utilize this voicing relation when learning to read characters with voiced consonants (“daku-on” characters). Study 1 showed that about half of 4- to 5-year-old beginning readers of such characters could supply the voiced version of the character (e. g.,/da/) to the character with the double marks when given the sound of the character (e. g.,/ta/) together with a parallel example (e. g.,/ka/becomes/ga/). In an analogy task in Study 2, non-standard (made-up) kana-like characters were presented with a consonant-vowel syllable (e. g.,/pa/), and 4-year-old nursery school children were asked to predict the sound that the character would have when the character was followed with double marks. About 90% of intermediate readers of voiced characters could infer the sound of the target characters. Study 3, which analyzed error rates that 4-to 5-year old nursery school children made when providing the sound of kana characters, found that irregular /bV/characters (i. e.,/hV/s become /bV/s) were more difficult for them. These results suggest that the children had learned to read voice consonants by analogy, rather than by rote.View full abstractDownload PDF (1986K) -
A Practical Study With UndergraduatesSATOKO SHIRAISHI2005 Volume 53 Issue 2 Pages 252-262
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study evaluated a cognitive therapy for coping with and preventing depressive tendencies of undergraduates. Study 1 examined the effect of this program for reducing depressive moods and changing cognitions associated with depression. Undergraduates participated in the program for 3 weeks (N=62) or were in a no-treatment control group (N=64). The results suggested that the program was significantly effective in reducing the extent of the students' depressive moods. Furthermore, the program demonstrated a significant reduction in the reported frequency of negative automatic thoughts and the degree of depressogenic schemata. Because such cognitions have been believed to cause depressive moods, the results suggested that this program might also be effective for preventing depression. Study 2 examined some variables that might predict the effect of this program on depressive moods, including cognitive variables such as negative/positive automatic thoughts and depressive schemata, and behavioral variables, such as redressive/reformative self-control. The results indicated that the reported frequency of positive automatic thoughts measured pre-intervention predicted the effectiveness of the program.View full abstractDownload PDF (1777K) -
Case Study of a Child With Poor Communication Skills and School-Refusing BehaviorTOMOKO KOBAYASHI2005 Volume 53 Issue 2 Pages 263-272
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present article reports a case study in which a school counselor performed behavioral consultation with a sixth-grade teacher in whose class was a student with school-refusing behavior and poor communication skills. The counselor established concrete goals for the girl with her teacher, and performed interventions, such as instructions and feedback, in order to assist the teacher. After that, the teacher's helping behavior in relation to the child's communication skills increased, and the teacher's self-evaluation improved. Following the increase in the teacher's helping behavior, the student came to show an interest in exchanges with both other children and the teacher, and furthermore, new communication, such as spontaneous behavior, also increased. After that, the girl's score on a school maladjustment scale was reduced, and her social skills increased. The school counselor's consultation enabled the teacher to grasp the child's situation objectively, and the observations in the present study enabled the teacher to evaluate her assistance to the child.View full abstractDownload PDF (1532K) -
KOU MURAYAMA, MEGUMI OIKAWA2005 Volume 53 Issue 2 Pages 273-286
Published: June 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn studies of self-regulation, it has been claimed that avoidance strategies are maladaptive, that is, that they have deleterious effects on performance and affect. The present review of the research literature on self-regulation, such as distraction, avoidance of help seeking, and self-handicapping, revealed that, contrary to previous claims, avoidance strategies have not always been maladaptive. The following hypothesis was proposed to explain these results: Avoidance strategies are maladaptive only when they are accompanied by avoidance goals. The published literature was reexamined, focusing on the goals that research participants adopted, and additional research was conducted. The results, showing that goals or intentions play an important role in whether avoidance strategies have a negative effect on performance and affect, suggested the validity of our hypothesis.View full abstractDownload PDF (7456K) -
2005 Volume 53 Issue 2 Pages 295-
Published: 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS
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