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Volume 54 (2006)
- Issue 4 Pages 441-
- Issue 3 Pages 289-
- Issue 2 Pages 141-
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Volume 54, Issue 4
Displaying 1-12 of 12 articles from this issue
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YASUHITO HAGIWARA, YOSHIHIRO OOUCHI2006 Volume 54 Issue 4 Pages 441-452
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the effect of junior high school English teachers' approach to instruction and assessment on 8th graders' assent to summative evaluation, using two-level structural equation modeling. We first determined whether 2 kinds of approach by the teachers,“explanation of the instruction and assessment,” and “integrating the instruction and assessment,” were understood by the students. We then examined whether the students who had understood the teachers' approaches assented to summative evaluation. The results showed that both kinds of approach were understood properly by the students, and that the students who had understood the teachers' explanations of the instruction and assessment assented to summative evaluation. Finally, how teachers should address instruction and assessment was discussed.View full abstractDownload PDF (1914K) -
DAISUKE NAKAI, ICHIKO SHOJI2006 Volume 54 Issue 4 Pages 453-463
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to investigate junior high school students' trust in their teachers, and to examine factors contributing to such trust. A questionnaire was completed by 345 junior high school students. The results were as follows: In Analysis 1,(1) exploratory factor analysis of the Students' Trust in Teachers Scale revealed 3 factors: “sense of security,” “distrust,” and “validity of teacher's behavior.” (2) The scores on “sense of security,” “distrust,” and “validity of teacher's behavior” were significantly different according to the students' grade level. In Analysis 2,(1) multiple regression analysis indicated that “social support from teachers” had a strong influence on “sense of security” and “validity of teacher's behavior” for each grade level.(2) “Distrust” was relevant to more factors compared to the other factors,“sense of security” and “validity of teacher's behavior.” (3) Because “basic trust” and “guardian's trust in teachers” had an influence on “distrust” at each grade level, it was suggested that factors in the students' homes may be relevant to their trust in their teachers.View full abstractDownload PDF (1884K) -
A Comparison Based on Five Situational DimensionsRYUTA ISEKI, ERIKO KAWASAKI2006 Volume 54 Issue 4 Pages 464-475
Published: 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated how situation models differ in narrative and expository text. The experiments were based on an event-indexing model that assumed 5 situational dimensions: identity, time, space, causality, and intentionality. According to this model, if events in a text were consistent within each situational dimension, these events would be more associated than others. We evaluated associative strength from the clustering pattern in a verb-clustering task. In Experiment 1, fairy tales and expository text were compared. It was found that each situational dimension, most especially space and intentionality, contributed differently to association. In Experiment 2, using novel stories and expository text, a better model was investigated by comparing several models assuming different contributions in each situational dimension. The model that differed in space and intentionality indicated the best model fit. This model suggests that space has no effect in narratives, but a negative effect in expository text, whereas intentionality strengthens associations in narratives, but not in expository text.View full abstractDownload PDF (1914K) -
Validation of the Attachment Doll PlayKAYOKO YAMAKAWA2006 Volume 54 Issue 4 Pages 476-486
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined whether Attachment Doll Play, a new type of assessment instrument for children constructed by George & Solomon (1990/1996/2000), could smoothly and validly apply to Japanese children. After the instructions for the instrument were given a culturally faithful translation, 56 kindergarten children, aged 5 to 6 years, were provided with the Doll Play. Pairs of mothers and their children were observed in the Separation-Reunion Attachment Procedure. The results indicated that (1) children of both genders responded to the Doll Play similarly to their American counterparts,(2) the original coding system of A, B, C, or D attachment type applied well to the protocols of the attachment-related stories driven by the Doll Play, and (3) convergent validity was confirmed by a significant correspondence between the Doll Play and the Separation-Reunion classification (k=.62; p<.001). Cultural influences on the Doll Play and future directions are discussed.View full abstractDownload PDF (4270K) -
YUKITAKA IKEDA2006 Volume 54 Issue 4 Pages 487-497
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the feeling of gratitude that adolescents and young adults have toward their mothers. Feelings of gratitude toward the participants' mothers, as well as feelings of blaming their mothers for hardships that the adolescents and young adults had experienced were examined. Participants, junior high, high school, and university students (N=585), completed a questionnaire. The results were as follows: (1) Using factor analysis, 4 feelings of gratitude toward one's mother were extracted, including “happiness because of one's mother's help,” “gratefulness that one's mother gave birth and brought one up,” “sorrow from having burdened one's mother,” and “thankfulness to one's mother for one's life.” (2) The participants experienced “happiness because of one's mother's help,” “gratefulness that one's mother gave birth and brought one up,” and “thankfulness to one's mother for one's life.” (3) It was suggested that gratitude toward one's mother changed from an extrapersistive state to a fulfilled state via an intropersistive state, according to characteristics of the 4 factors relating to gratitude toward one's mother plus feelings of blaming one's mother for one's experience of hardships during one's adolescence.View full abstractDownload PDF (1793K) -
Learners of Japanese as a Second LanguageREIKO ISHII2006 Volume 54 Issue 4 Pages 498-508
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present experiment was designed to examine effects of graphic organizers and chart-completion tasks on comprehension of history texts by learners of Japanese as a second language. It was expected that graphic organizers, functioning as an external representation, would help second-language readers store and integrate the ideas in the text. Participants, 40 intermediate-high level learners of Japanese (9 from China, 1 from Hong Kong, 4 from Taiwan, 26 from Korea; age range, 19 to 34 years, average age, 24.1 years) read text while following one of the following 3 procedures: reading with 2 charts (Chart Group), reading and inserting some suitable ideas into blanks (Completion-Task Group), and only reading (Control Group), and then were asked to recall the text they had read and to write it in their native language. The Chart Group recalled significantly more ideas at a middle level in textual hierarchy and more in the latter half of the text than did the Control Group. On the other hand, the Completion-Task Group recalled significantly fewer high-level ideas than did the Control Group. These results suggest that the graphic organizers helped the second-language learners select important ideas in the text and structure them, whereas surface-level performance of a completion tasks did not improve reading comprehension.View full abstractDownload PDF (5722K) -
KIYOHIKO KAWAUCHI2006 Volume 54 Issue 4 Pages 509-521
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the relationship between the reluctance of college students without disabilities to interact with peers with disabilities and their history of contact with people with and without disabilities. Contact was classified into 5 types: friendship, transient help, personal help, volunteer activities, and interest in persons with disabilities. College students without disabilities (N=569) answered a questionnaire based on Friendship and Self-Assertiveness subscales that asked about 3 disabling conditions: blindness, deafness, and use of a wheelchair, plus non-disability. The results obtained using quantification theory I indicated that, with respect to contact with people who were blind or deaf, the students who had friends with disabilities and were interested in persons with disabilities showed less reluctance on the Friendship subscale, whereas those willing to give transient help showed less reluctance on the Self-Assertiveness subscale. However, with respect to volunteer activities for people who are deaf, the students who had quit such activities showed more reluctance on both subscales. Finally, a relation was found on the Friendship subscales between the types of disabilities the participants' friends had and the participants' lack of reluctance to interact with peers who had those particular conditions.View full abstractDownload PDF (2195K) -
Perspectives on Gender RolesMIREI MATSUOKA, MIWA KATO, MIKA KANBE, YOKO SAWAMOTO, MACHIKO SUGANO, ...2006 Volume 54 Issue 4 Pages 522-533
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the effects of discrepancies between actual and ideal selves desired by significant others (i. e., children, spouse, parents, peers, and co-workers) on several aspects of self-esteem, in relation to the moderator variables of gender, gender roles, developmental stage, and life style. Adult Japanese (N=404; average age, 41.4 years) who were parents of infants or adolescents completed a questionnaire. The results showed that the effect of discrepancies between actual and ideal selves desired by significant others was moderated by gender, gender roles, generation, and occupation. The ideal self desired by the male participants' co-workers strongly predicted the participants' self-esteem, whereas the ideal selves desired by several significant others (i. e., children, peers, and parents) predicted the self-esteem of the female participants. The ideal self desired by co-workers strongly predicted the self-esteem of the male participants with traditional gender attitudes, whereas the ideal self desired by their children predicted the self-esteem of the fathers of infants. The ideal self desired by their parents predicted the self-esteem of females with traditional gender role attitudes, whereas the ideal self desired by their peers predicted the self-esteem of gender egalitarians. In addition, the ideal self desired by housewives' parents predicted their self-esteem.View full abstractDownload PDF (2022K) -
Motivation and Differences in Grade and GenderMITSUYO FUSE, HIDESHI KODAIRA, FUMITADA ANDO2006 Volume 54 Issue 4 Pages 534-545
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to examine the relation between positive class participation and children's motivation, and to observe any differences in grade and gender. Correspondence of the children's cognition of their positive class participation and their teachers' evaluations was also examined. In Study 1, items reflecting positive participation in class were collected from teachers' reports on children's behavior in class. In Study 2, 20 teachers (average age 40.7 years) and 557 children in their third-to sixth-grade classrooms were asked to complete questionnaires, including an inventory of positive class participation. The results were as follows: (1) Pupils' positive class participation was categorized into 3 behaviors: “eye contact and listening,”“raising the hand and saying something,” and “preparation and homework.” (2) There was an especially strong relation between “eye contact and listening” and the children's motivation.(3) Positive class participation was generally negatively correlated with grade in school.(4) The teachers could accurately recognize some, but not all, forms of participation.(5) Teaching style was related to positive class participation and the children's cognition of their behavior.View full abstractDownload PDF (3865K) -
Tutorial Training Combined With Classwide Social Skills TrainingREIZO KOIZUMI, DAISUKE WAKASUGI2006 Volume 54 Issue 4 Pages 546-557
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSEffects were examined of social skills education given to a second-grade child with hyperactive behavior. The boy's problem behavior included walking around in his classroom during classes, acting impulsively without first thinking carefully, staying in the lavatory, and disturbing other children's play. During a 5- week period, 5 sessions of classwide social skills training (CSST) were held; the boy was given a tutorial training session prior to each CSST session. After this combined teaching method had been used, the child's problem behavior in school was reduced. He came to be accepted by his classmates, and played together with them during recess. These observational results were confirmed by behavior ratings done during participant observation, by an index of sociometric status taken from the data of sociometric tests, by behavior ratings made by the boy's classroom teacher, and by behavior ratings of his behavior at home made by his mother. The educational support given to the boy consisted of not only the personal tutorial training, but also the classwide training sessions. When this combination was used, positive effects, such as enhanced interaction between the child and his classmates, were observed. The assistant teacher's role in this intervention was also discussed.View full abstractDownload PDF (1902K) -
GIsML and the Inclusive Support Tool for Understanding the Motion of Swinging PendulumsMAYUMI TAKAGAKI, HIROTOSHI TAHARA, EIJI TOMIDA2006 Volume 54 Issue 4 Pages 558-571
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe aims of the present study were to propose a learning environment for understanding t he motion of simple pendulums, and to identify discursive processes that facilitate conceptual change in learners. Participants were fifth graders (N=10 boys, 20 girls; average age 11.8 years) in an elementary school in Japan. Instruments used included Palincsar, Collins, Marano, & Magnusson's (2000) GIsML, and the present authors' Inclusive Support Tool for Understanding the Motion of Swinging Pendulums. The results indicated that the type of explanation that the pupils generated depended on the difficulty level of the task. With relatively easy tasks, the pupils' explanations tried to relate their observations in the experiment to their prior knowledge. With moderate level tasks, their explanations referred to replication of the experiment's results, and also included formal representations for principles of the motion of pendulums, mapping the results of the experiments onto a mathematical model. With relatively difficult tasks, the pupils' explanations referred to the precision of their observations having helped to coordinate their predictions and the results more rigorously. In the whole-class discussions introduced in the last phase of the unit, the most common explanations referred to other groups' data and hypotheses, or quoted reliable resources, such as the teacher or the textbook, as a framework for the pupils' integrated understanding.View full abstractDownload PDF (4781K) -
A ReviewSHIN-ICHI ISHIKAWA, YASUKO TOGASAKI, SHOJI SATO, YOKO SATO2006 Volume 54 Issue 4 Pages 572-584
Published: December 30, 2006
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present article reviews programs for prevention of depression in children and adolescents. Published studies have indicated that risk factors for depression include individual factors, cognitive factors, social factors, family factors, and life-events/situations. Prevention components that reduce these risk factors were categorized into 4 techniques: environmental adjustment, social skills training, social problem-solving training, and cognitive interventions. Published studies were divided into 2 types: universal programs and targeted programs, the latter including indicated and selective prevention. Many previous studies have showed that targeted programs are effective at preventing depression. In contrast, results with universal programs have been inconsistent. The evidence for a long-term preventive effect of universal programs is especially limited. Implications for practice and for research on prevention programs for depression were discussed.View full abstractDownload PDF (2089K)
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