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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 3
Displaying 1-13 of 13 articles from this issue
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MASANORI OIKAWA2005 Volume 53 Issue 3 Pages 297-306
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSAlthough recent research has shown that goals and motivation can be activated outside of an actor's awareness or intent and can guide subsequent decisions and behavior, moderating variables for those effects are still unclear. The present study investigated the moderating role of the number of days before final examinations on achievement goal priming effects. Students at a vocational school (37 men, 68 women; ages 18-25, mean age 19.1 years) participated either 10 days or 1 day prior to final examinations. Of those who participated 10 days before the examinations, students who were primed with achievement-related words reported lower negative affect towards the examinations, and engaged in voluntary preparation more than did participants in a control group who were primed with neutral words. However, of those who participated 1 day before their final examinations, participants in the achievement-priming condition reported higher negative affect towards the examinations, and engaged in voluntary preparation tasks less, relative to participants in the neutral-word control group. A similar interaction between achievement priming and time prior to the examinations was observed in measures of avoidance motivation and in the students' predictions of their performance on the examinations. These results suggest that the same achievement-priming procedure may lead to different results according to the perceivers' situation, and that situational moderation of automatic motivation is important.View full abstractDownload PDF (1745K) -
TOMOO OKUBO2005 Volume 53 Issue 3 Pages 307-319
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to develop a subjective adjustment scale for adolescents from the viewpoint of person-environment fit, to examine the reliability and validity of the scale, and, using the scale, to investigate the relation between school life and subjective adjustment. Participants in Study 1 were 621 junior high school students, 786 senior high school students, and 393 university students, and, in Study 2, 375 junior high school students and 572 senior high school students. In Study 1, using factor analysis on the data from the initial set of 47 items in the subjective adjustment scale, 4 main factors were extracted: “sense of comfort,” “existence of task and purpose,” “feelings of acceptance and trust,” and “absence of feelings of inferiority.” The reliability and validity of the subjective adjustment scale were confirmed. In Study 2, in order to examine the relation between school life and subjective adjustment, multiple regression analyses were performed, with school life as the independent variable, and subjective adjustment, the dependent variable. The results for all schools in the study showed that although relations with friends were strongly related to subjective adjustment, relations with teachers and studies were not related to subjective adjustment.View full abstractDownload PDF (2252K) -
AKIRA NAKAYAMA2005 Volume 53 Issue 3 Pages 320-330
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the relation between goal orientation, beliefs, and learning strategies in Japanese learners of English in a Japanese university, using covariance structural analysis to test a hypothesized model. Japanese university students (N=316) answered questionnaires regarding their goal orientation, their beliefs about English learning, and their use of strategies. The students who rated high on the learning goal scales, and who had high ratings on measures of their beliefs about their competence, preferred to use metacognitive strategies, pronunciation strategies, and organization strategies. In contrast, the students who rated high on the performance goal scales, and who had high ratings on measures of their beliefs about traditional English learning styles, tended not to use guessing strategies. The results suggest that not only learners' goal orientations, but also their beliefs play a role when students are choosing language learning strategies.View full abstractDownload PDF (1780K) -
AKIKO NAGATA, YUKO OKAMOTO2005 Volume 53 Issue 3 Pages 331-343
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present research was to clarify the relatedness constructed in people's relations with significant others. In Study 1, in a semi-structured interview, 27 middle-aged adults (13 men, aged 48-64, average 57.5 years; 14 women, aged 49-63, average age 54.8 years) were asked whether and how they recognized the effect of their relations with their significant others on their personality and style throughout their lifespan. The results revealed 3 relatedness types: (1) reconstruction completed,(2) satisfied with present condition, and (3) denying or making little of their relations with others. Significant differences were found among these 3 types. In Study 2, results from a questionnaire administered to 56 men and 125 women (average age 53.7 years), confirmed the relation between relatedness and identity development.View full abstractDownload PDF (2264K) -
Ego Ideal and Superego From the Point of View of Intentionality and “the Tyranny of the Should”MADOKA MOGAKI2005 Volume 53 Issue 3 Pages 344-355
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study used quantitative and qualitative analyses to investigate some differences in mental health relating to ego ideal (EI) type and superego (SE) type. In study 1,554 college students (mean age 19.7 years old) completed a questionnaire composed of 2 measures developed in the present study, the Ego Ideal-Superego Scale (EI-SES) and the Feelings of Wrongness Scale (FOW, measuring feelings of wrongness about oneself). The Ego Ideal-Superego Scale was composed of 2 factors: “intentionality” and “the tyranny of the should” (TS). The results confirmed the reliability of the scales.“Intentionality” was positively correlated with indicators of mental health, and “the tyranny of the should,” negatively. Those students with high intentionality and low scores on the tyranny of the should factor, that is, the ego ideal type, had higher indicators of mental health than did those with high intentionality and high scores on the tyranny of the should factor, that is, the superego type. In Study 2, semi-structured interviews with 16 of the students from Study 1 (7 men, 9 women) provided information about their type of intentionality and the tyranny of the should, and the status of their mental health in their daily lives. The results of Study 2 confirmed the validity of the Ego Ideal-Superego Scale. The present study indicated that the ego ideal type and superego type are both high on intentionality, but that the former type has better mental health than the latter.View full abstractDownload PDF (2020K) -
Junior High School Students Facing High School Entrance ExaminationsMIDORI ISHIGE, TAKASHI MUTO2005 Volume 53 Issue 3 Pages 356-367
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSResilience is a psychological trait that enables individuals to maintain their psychological well-being despite experiencing difficulties. The purpose of the present study was to investigate the relationship among psychological well-being, resilience, and social support in third-year junior high school students who were preparing for high school entrance examinations.(In Japan, in order to be admitted to a high school, junior high school students must succeed on an entrance examination.) Before taking the entrance examinations, 538 students completed questionnaires measuring their resilience, perceived social support, stress responses, and experience of academic stressors. After the examination, 263 of the students completed a Self-Growth Scale. The results suggested that resilience consists of 3 factors: self-directedness, optimism, and relation-orientedness. Self-directedness, optimism, and perceived support from mother, friends, and teachers alleviated stress responses, though social support was a more effective stress reliever than resilience for the girls. Self-directedness was found to relate strongly to feelings of self-growth. Friends' support was correlated most positively to self-directedness and relation-orientedness. The role of resilience and social support in the maintenance of psychological well-being under stressful conditions was discussed.View full abstractDownload PDF (1917K) -
Psychological Needs and Subjective Adjustment in School EnvironmentsTOMOO OKUBO, HIROMICHI KATO2005 Volume 53 Issue 3 Pages 368-380
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to test the goodness of fit hypothesis that suggests that adjustment is better when personal attributes are matched with environmental demands than when they are not, and that discrepancies in person-environment interactions provide a better means of predicting behavior and adjustment than personal or environmental variables alone. Junior and senior high school students and university students (in Study 1, N=387, 444, and 390 students, respectively; in Study 2, N=249, 308, and 392 students, respectively) were administered a subjective adjustment scale, a psychological needs scale, and an environmental demands scale corresponding to the psychological needs. To assess person-environment fit, discrepancy scores were calculated by subtracting the environmental demands scale scores from the psychological needs scale scores. In order to test the goodness of fit hypothesis, t tests were performed with degree of fit (high and low discrepancy) as the independent variable, and scores on the subjective adjustment scale as the dependent variable. The results showed that the groups with low discrepancy had greater subjective adjustment than the high discrepancy groups. Correlations among the psychological needs scale scores, the environmental demands scale scores, the discrepancy scores, and the scores on the scale of subjective adjustment revealed that the discrepancy scores were more related to subjective adjustment than to psychological needs and environmental demands alone.View full abstractDownload PDF (2106K) -
KUNIO NIKATA, HIDEAKI SHIMADA2005 Volume 53 Issue 3 Pages 381-392
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the influence on analogical problem solving of posing a problem for oneself. In Experiment 1, 2 convergence problems isomorphic to Duncker's radiation problem were utilized. A total of 36 junior college, university, and graduate students participated. After solving a base problem, participants in the problem-posing group were required to pose an analogous problem for themselves. Subsequently, these participants solved a target problem better than did those in a control group with no intervening problem-posing. In Experiment 2, ratio word problems that were isomorphic to each other were prepared. Participants, 76 junior college, university, and graduate students, were divided into 3 groups. Participants in the problem-posing group solved a target problem better not only than the control group, as was found in Experiment 1, but also than a presentation group that had been presented an additional isomorphic problem after they had solved the base problem. These results suggest that posing a problem for oneself is an effective teaching method to promote problem solving. Moreover, self-generated problems were found to be more effective than prepared isomorphic problems.View full abstractDownload PDF (2148K) -
Receptive Learning of Concepts About Air Pressure PhenomenaATSUSHI FUJITA2005 Volume 53 Issue 3 Pages 393-404
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present investigation of the receptive learning of scientific concepts was to study the effect on the generalization of acquired knowledge of instruction that used examples of the operating attributes of the concept's structure in addition to providing explanations about the nature of the concept. Undergraduates (N=206) were taught about dynamic properties of air pressure phenomena; the lesson included experimental examples of the operating attributes of those phenomena. In order to assess the effect of this teaching method on the generalization of the knowledge that the students had acquired about air pressure, they were then asked to solve problems. The main results were as follows:(1) presenting examples of operating attributes promoted the adaptability of acquired knowledge to problems that were not similar to the original examples; and (2) this effect was caused by the students' extracting from what they had been taught not only basic principles about dynamic properties of air pressure, but also knowledge about procedures for transforming the relationships between the multiple attributes included in air pressure phenomena.View full abstractDownload PDF (2135K) -
YOSHIFUMI KUDO2005 Volume 53 Issue 3 Pages 405-413
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe “same perimeter problem” is a task that asks whether the area of a transformed parallelogram in which only the angles have been changed is equal to the area of the original parallelogram. This problem can be solved easily by using an area formula. However, because the 2 perimeters remain the same, even university students sometimes judge incorrectly that the 2 areas are equal. Published research has suggested that the origin of this misjudgment may be not only in problems with inert knowledge, but may be also due to difficulties in the operation of knowledge representation. In the present study, 106 university freshmen and sophomores were presented with 2 versions of the same perimeter problem. One version had a hint about using the area formula, and the other, no hint. The students completed a questionnaire that measured their operational level of knowledge of the formula. The results were as follows: (1) the high level of knowledge no-hint group could answer correctly at a high rate; (2) the hint had little effect on the performance of the low level group; and (3) the students who answered incorrectlyafter being given the hint considered the formula to be only a calculation procedure. It was suggested that learners' operational level of knowledge representation is an important factor in predicting whether they can apply their conceptual knowledge.View full abstractDownload PDF (1552K) -
HIDEKI TOYODA, AKIHIRO SAITO2005 Volume 53 Issue 3 Pages 414-426
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSSemantic differential data (SD data) are three-mode data, consisting of “respondent,”“scale,” and “target.” If the target consists of a combination of superordinate concepts, the data are four-mode or greater. If the respondent is multigroup, then the data are three-mode multigroupdata. The purpose of the present study is to propose an exploratory positioning analysis method for analyzing semantic differential data as indicated above, based on Toyoda (2001a). This new method can be implemented easily by using structural equation modeling (SEM) programs such as LISREL and CALIS, because themean structure and covariance structure of this method can be expressed as submodels of structural equation modeling.View full abstractDownload PDF (1782K) -
A Qualitative Approach to Analyzing the Education of Children Who Are HospitalizedAKIKO TANIGUCHI2005 Volume 53 Issue 3 Pages 427-438
Published: September 30, 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to investigate teachers' practices at a special school for children who were hospitalized(“hospital school”) and to describe characteristics of the teachers' practices. A qualitative approach was applied to episodic data obtained from participant observation and from semistructured interviews with the teachers at one hospital school. The analysis was done in 5 stages, from labeling the raw data with concepts to building up a conceptual model. The results revealed that the hospital school could be defined as a composite place with 8 elements: special education, ordinary school education, small school education, pre-school education, family care, medical care, social work, and counseling. These findings may provide a new perspective for understanding the education of children who are hospitalized, and could help teachers, especially ones newly assigned to hospital schools, understand and construct their educational practices.View full abstractDownload PDF (1958K) -
2005 Volume 53 Issue 3 Pages 440-
Published: 2005
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS
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