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Volume 54 (2006)
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Volume 54, Issue 1
Displaying 1-12 of 12 articles from this issue
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RYO OKADA, MOTOYUKI NAKAYA2006 Volume 54 Issue 1 Pages 1-11
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study, which was conceptualized within the framework of self-determination theory, were to describe individuals' motivation in terms of their motivational style, and to examine differences in interest in tasks among people with different motivational styles in an actual task-solving setting. In Study 1, data from a newly developed questionnaire that measured the academic motivation of university students were used to identify 4 motivational styles: high motivation, autonomous, introjectedexternal, and low motivation. In Study 2, the effect of motivational style on interest in tasks was examined experimentally, which has not been done commonly in previously published research. Participants were 100 university students (36 men, 64 women). In a non-controlling instruction condition, after solving tasks, the interest scores of participants with an introjected-external style were lower than those with a high motivation style. Additionally, anxiety-compelled scores in task-solving among participants with high motivation and introjected-external styles were higher than those of participants with low motivation style.View full abstractDownload PDF (2022K) -
ATSUSHI TAJIMA, YUJI MORO2006 Volume 54 Issue 1 Pages 12-24
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine how junior high school students relate scientific concepts to their everyday experience, when the concepts and their experience conflict. In an interview, the Scientific Group (students who had supported a scientific concept) were asked to resolve the conflict between that and their everyday experience, and a Naïve Group (who, because of their everyday experience, had supported a naïve concept) were asked to resolve the conflict between that and the scientific concept. Participants in these dialogues, classified according to their method of resolving the task, fell into 3 groups: a scientific resolution group, a scientific non-resolution group, and a naïve non-resolution group. Analysis of the interaction patterns based on transactive dialogues (Berkowitz & Gibbs, 1983) and of the contents of the discussions indicated that, in their dialogues, the scientific resolution group tended to integrate conflicting information, the scientific non-resolution group tended to ignore it, and the naïve resolution group tended to separate the conflicting information from their own opinions. These tendencies during the dialogues were named “coordination,”“suppression,” and “segregation” of conflicting meaning. We believe that coordination should be an aim of education.View full abstractDownload PDF (2362K) -
YUKO YAMAHA2006 Volume 54 Issue 1 Pages 25-33
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe aims of the present research were to show a shift in distribution strategies and to identify cues that might possibly trigger such a shift when children are required to distribute chips into a set number of boxes, in a situation in which the children could not see the results of that distribution. Participants were 80 children (40 4-year-olds, 40 6-year-olds). More than 80% of the 4-year-old children performed correctly on a task in which they were asked to distribute 4 chips into 2 boxes, but their correct responses decreased when the number of chips was increased. However, the 6-year-old children's performance showed no such deterioration. It was found that even the older children often employed a cyclic distribution strategy. This strategy is easy to use and leads to correct responses. In previous research (Yamana, 2002), a cyclic distribution strategy was more often employed by younger children when the distributed results were visible during the task. It was suggested that a unit strategy, in which children distribute the correct number of chips in one round, might have been used less often in the present study because it was difficult for the children to estimate in advance what the quotient would be, in the absence of visible cues indicating a possible correct response.View full abstractDownload PDF (1416K) -
HIROMICHI KATO, TOMOO OKUBO2006 Volume 54 Issue 1 Pages 34-44
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn order to examine the relation between problem behavior and classroom atmosphere, we compared differences in classroom atmosphere in classes with high levels of problem behavior and those with low levels. A questionnaire was completed by 1,131 junior high school students, and then students and classrooms were each divided into 2 categories: students with and without problem behavior, and classrooms with high or low levels of problem behavior. A comparison of the 2 categories of classrooms revealed that students in classrooms with high levels of problem behavior had a more positive image of students with problem behavior and more negative feelings about school life than did those in classrooms with low levels of problem behavior. Differences were found not only among students with problem behavior but also among students without behavior problems. We consider that the consciousness and attitudes of students without problem behavior are related to the continuation of problem behavior and disruption in their classroom. Thus, in order to prevent and solve students' problem behavior, it is important to focus not only on students with problem behavior, but also on students without problem behavior.View full abstractDownload PDF (1868K) -
Roles and Regulation ProcessMIREI MATSUOKA2006 Volume 54 Issue 1 Pages 45-54
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the concept of ideal self from a life-span perspective in terms of its roles and the regulation process of age-related change. Participants (N=865) 15-86 years old took part in the survey. The most important findings were as follows:(1) An age-linked reduction in the discrepancy between actual and ideal self was accompanied by an increment in (or maintenance of) self-esteem.(2) The possibility of actualizing the ideal self declined around 45-54 years of age.(3) From high-school age to ages 55-64, gender differences were notable in the regulation processes (positive reinterpretation, patience, and tendency to give up readily) that reduce the discrepancy between the ideal and actual self, but no differences were found in participants who were 65-86 years old.View full abstractDownload PDF (1589K) -
Comparison Targets' Academic Performance and Perceived Academic CompetenceMIKI TOYAMA2006 Volume 54 Issue 1 Pages 55-62
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the role of comparison targets' academic performance and students' perceived academic competence in improving students' academic performance. Seventhgrade junior high school students (N=213) participated in the study. The results showed that seventh graders who nominated a comparison target in math chose same-sex students who were slightly outperforming them. When students compared themselves to others who were doing well in math, their academic performance was more likely to improve if they viewed themselves as competent. In contrast, if students who compared upward viewed themselves as less competent, their academic performance did not improve. Also, students' perception of their academic competence was not related to improved academic performance if they compared themselves with others who were not doing well in math.View full abstractDownload PDF (1246K) -
KOU MURAYAMA2006 Volume 54 Issue 1 Pages 63-74
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS“Test format s cheme” refers to knowledge about a specific test format, such as “for objective tests, surface-processing strategies are efficient.” It has been pointed out that objective tests facilitate the use of surface-processing strategies and decrease the use of deep-processing strategies, and the present author assumed that test format scheme plays an important role in that. In the present study, the author examined whether an instruction designed to alter students' test format scheme for objective tests was effective in improving their learning strategies. Participants, eighth grade students (N=55) who had been randomly assigned to either an experimental classroom or a control classroom, studied history for 5 days. In the first 2 days, students in the experimental classroom were given instructions intended to alter their test format scheme for objective tests; students in the control classroom received no such instruction. In the last 3 days, the students took objective tests; their strategy use was measured by their responses to questionnaires and observations of their note-taking behavior. The results indicated that, when confronted with objective tests, the students who had received the test format scheme instruction used fewer surface-processing strategies and took more notes than did the students in the control classroom.View full abstractDownload PDF (1915K) -
Reliability and Validity of the State-Trait Help-Seeking Preferences MeasureSHUICHI TAMURA, TOSHINORI ISHIKUMA2006 Volume 54 Issue 1 Pages 75-89
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present research was to develop an instrument to measure help-seeking preferences of junior high school teachers who are specialists in the school education service. A State-Trait Help-Seeking Preferences measure was developed, based on the structure of Spielberger, Gorsuch, and Lushene's State-Trait Anxiety Inventory (1970). Factor analysis of data from 250 junior high school teachers in Japan revealed that the State Help-Seeking Preferences measure was composed of 1 factor, whereas the Trait Help-Seeking Preferences measure was composed of 2 factors. Examination of the reliability and validity of the 2 measures confirmed that they had comparatively high reliability and validity.View full abstractDownload PDF (2684K) -
TEPPEI KIKUCHI2006 Volume 54 Issue 1 Pages 90-100
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSUsing tasks calling for the inference of emotions from situational cues, preschool children's understanding of their own and others' emotions was investigated. Preschool children (29 boys and 29 girls: 21 3-year-olds, 18 4-year-olds, 17 5-year-olds) predicted and explained their own and others' emotional response to different types of events. The emotional events were situations that might produce one of the following emotions: happiness, sadness, and anger. The 2 experimental conditions were an other-emotion condition and an own-emotion condition. In the former, the protagonist in the events was an imaginary person in the latter, the protagonists were the participants themselves. The 3-year-old children revealed significantly lower performance in the own-emotion condition than in the other-emotion condition. In contrast, no significant differences were found in the results from the 4- and 5-year-old children. Further analysis indicated that the performance of the participants in the own-emotion condition was affected by their personal emotional experiences.View full abstractDownload PDF (1825K) -
Group Development, Divisional Cooperation, and Teachers' Helpful InterventionYASUO TARUKI, TOSHINORI ISHIKUMA2006 Volume 54 Issue 1 Pages 101-111
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined effects of junior high school students' group experiences in their classrooms when preparing dramas for school festivals. Classroom teachers used the classroom activities to form the students into groups. The main results were as follows: (1) Through the drama activities, students increased their recognition of their own activities (independence, cooperation, and management) and of mutual understanding with others. This effect was larger in the more advanced students than those who were behind the rest of their class.(2) Helpful interventions by the classroom teachers promoted the development of the students' groups. The teachers' interventions influenced the students' recognition of their own self-evaluation, as well as their mutual understanding with others.(3) In “divisional cooperation,” students did each activity while aiming at a common goal. The students' understanding of the class group was greater in students who showed higher divisional cooperation than in those who were less cooperative.View full abstractDownload PDF (2057K) -
Fostering Children's Skills in Arguing Against Self-Defeating Cognitions About Negative EventsEIJI KAWAI, TOSHIO YOSHIDA, HIROAKI MIYAMOTO, KAZUHIDE YAMANAKA2006 Volume 54 Issue 1 Pages 112-123
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSA classroom-based training program, in which children learned how to prevent deterioration of their self-efficacy and self-esteem, was developed. In this program, children were encouraged to argue against someone else's self-defeating cognitions about negative events, which were presented hypothetically. Participants in the experimental group were 59 fifth- and sixth graders. Another 61 fifth- and sixth-graders from the same school formed the control group; the training was not administered to those children. The results indicated that, in comparison to the control group, the children in the experimental group showed a stronger general attitude of denying self-defeating cognitions about negative events, and had higher scores on self-efficacy and self-esteem tests. In one of the post-tests, which was administered 3 months after the training, the children were asked how they perceived scores and results they had actually received at school. The children's responses on this post-test suggested that the training effect hadbeen maintained and had generalized to real world settings.View full abstractDownload PDF (2043K) -
Preventing School RefusalMASAE MIURA2006 Volume 54 Issue 1 Pages 124-134
Published: March 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the effect on prevention of school refusal of an intervention with junior high school students selected on the basis of their scores on a measure of negative feelings about school life. Students in 3 classes completed the following: a scale of negative feelings about school life, a psychological stress response scale (irritated-angry feelings, helplessness, depressive-anxious feelings, and physical state), a school stressor scale (study, relations with teachers, relations with friends), and a social support scale (father, mother, teachers, and friends). After that, with the support of a psychologist, teachers in the 3 classes intervened with the 26 students who had had high scores on the scale of negative feelings on school life. The students completed the scales again after the intervention. The results from t-tests revealed that after the intervention, scores on negative feelings about school life, depressive-anxious feelings, helplessness, and stressors related to relations with teachers decreased, and scores on social support from friends increased. Moreover, the teachers evaluatedthis approach as an easy and effective method for daily school guidance.View full abstractDownload PDF (4182K)
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