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Volume 56 (2008)
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Volume 56, Issue 1
Displaying 1-12 of 12 articles from this issue
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Effect on Career IndecisionTOSHIHIKO HAGIWARA, SHIGEO SAKURAI2008 Volume 56 Issue 1 Pages 1-13
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to investigate the motivation for “searching for something to commit to” within career choices, and to examine the link between the self-determination level of such motivation and career indecision. Base on self-determination theory (Ryan & Deci, 2000), a scale to measure motivation for “searching for something to commit to” within career choices was constructed, and its reliability and validity were examined. A survey was administered to 399 university students. Factor analysis identified 3 factors or subscales:“self-fulfillment orientation”,“social position orientation”, and “following others”. These factors differed as to the level of self-determination. The reliability and validity of the scale were confirmed. Using cluster analysis and ANOVA, the relation between self-determination level as measured by the scale and career indecision was examined. The results indicated that the absence of self-determined motivation to “search for something to commit to” could lead to career indecision. It was suggested that a sense of self-determination in “searching for something to commit to” could be linked to adaptation for career choices.View full abstractDownload PDF (3879K) -
RYO OKADA2008 Volume 56 Issue 1 Pages 14-22
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine relations between friendship and learning in terms of learning activities with friends, based on a model that assumed that autonomous motivation for learning and friendship influences satisfaction through some types of learning activities with friends. The list of learning activities with friends, developed on the basis of a preliminary survey, included help-seeking, help-giving, reciprocal learning, and opportunities to learn. Junior high school students (N=430) completed a questionnaire. The results were as follows: (1) help-seeking was related to autonomous motivation for friendship and satisfaction with friendship; (2) help-giving was associated with autonomous motivation for learning and satisfaction for learning; (3) autonomous motivation for friendship was related to reciprocal learning, which, in turn, predicted satisfaction with both friendship and learning; and (4) opportunity to learn was associated with autonomous motivation for learning, but had no relation to satisfaction.View full abstractDownload PDF (1505K) -
KENICHIRO ISHIZU, HIDEO AMBO2008 Volume 56 Issue 1 Pages 23-31
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSOver-adaptation refers to behavior that is overly adapted or over-achieved. Over-adaptation is thought to be a cause of maladaptation. But little practical research on over-adaptation has been done. The aims of the present study were (1) to organize the concept of over-adaptation theoretically and analyze its construction, and (2) to investigate how over-adaptation relates to school adjustment and stress responses among junior high school students. Junior high school students (N=650) completed a questionnaire. The results suggested that the tendency toward over-adaptation was composed of2characteristics: internal and external. The internal aspect is constructed by self-inhibitive personality traits, and the external, by other-directed behavioral tendencies. The results also showed that the internal aspect was related negatively to school adjustment but positively to stress responses, whereas the external aspect was related positively to both school adjustment and stress responses. These results suggest that there may be some stress behind school adjustment maintained by the external aspect of over-adaptation. The possibility that these stresses might predict future maladaptation was discussed.View full abstractDownload PDF (1402K) -
JUN SATO2008 Volume 56 Issue 1 Pages 32-43
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSUncertainty of judgment is defined as the uncertainty of choosing a proposition as grounds for a judgment in rule learning because of giving a certain amount of validity to the anti-rule proposition [p→not-q, not-p→q] in the same way as the rule proposition [p_??_q]. The purposes of the present study were to identify this uncertainty as a major reason why it is difficult to apply a rule to problem-solving, and to investigate an effective method for reducing uncertainty. The participants (university students) were shown the process of inspecting the validity of a rule proposition using a logical operation matrix composed of 4 cells: p·not-p×q·not-q (matrix inspection method). In Experiment 1, using an economic competition rule, the uncertainty of judgment was verified, and the matrix inspection method was found to promote the application of a rule more than the usual method of presenting examples did. Experiment 2, which used a plant reproduction rule, had similar results. The effectiveness and limits of the matrix inspection method, the relationship of that method to the method of presenting examples, and the availability of that method for classroom teaching were discussed.View full abstractDownload PDF (2148K) -
YOKO TAKEMURA2008 Volume 56 Issue 1 Pages 44-56
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated teachers' evaluations of their interactions with students who show problem behavior in general classrooms. In Study 1, 2 scales were developed for assessing the teachers' evaluations. Factor analysis revealed 2 factors for the evaluation of problems (controllability and influence), consisting of 9 items, and 3 factors for the evaluation of coping (problem solving, support seeking, and emotional coping), consisting of 16 items. In Study 2, cluster analysis revealed 4 types of evaluation of problems, and 5 types of evaluation of coping. In Study 3, modification of a teacher's evaluations as a result of treatment aimed at improving the teacher's interactions with a student with problem behavior was measured using the scales developed in Study 1. The results revealed that the type of evaluation of coping changed after the teacher received the treatment, and the type of evaluation of problems changed in the follow-up phase. These results suggest that teachers' evaluation of coping might determine teacher-student interactions.View full abstractDownload PDF (2085K) -
TOMOMI YAMASHITA, KIRIKO SAKATA2008 Volume 56 Issue 1 Pages 57-71
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe role of social support in recovery after the breakup of college students' romantic relationships was investigated in the present study. Hypothesis 1 was that male students would depend on emotional social support from the romantic partner more than female students do. College students (N=146) who had an ongoing romantic relationship completed a questionnaire measuring emotional and instrumental social support from approximately 5 social support providers within particular relationship domains (same sex friend, opposite sex friend, romantic partner, same sex family member, opposite sex family member). The results partially supported the hypothesis. Hypothesis 2, that those with many different sources of support would show better recovery after the breakup of a romantic relationship, compared to those with limited sources of support, was tested in college students (N=132) who had experienced the breakup of a romantic relationship. The participants completed questionnaires measuring social support, the degree of pain experienced at the breakup, and the degree of recovery experienced after the breakup. The answers on the social support items were classified into 3 types: (1) various sources of emotional support,(2) emotional support from same-sex friend, and (3) few sources of emotional support. The results partially supported hypothesis 2.View full abstractDownload PDF (2491K) -
Cognitive StrategiesMIKI TOYAMA, MANABU ICHIHARA2008 Volume 56 Issue 1 Pages 72-80
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the role of cognitive strategies on the improved academic performance of defensive pessimists, that is, students who realize that they had positive past experiences but have low expectations for future outcomes, and of strategic optimists, that is, students who acknowledge generally positive past experiences and expect positive outcomes in the future. A new Cognitive Strategy Scale, designed to measure defensive pessimism and strategic optimism, was completed by junior high school students (475 males and 438 females, in grades 7-9). The findings indicated that the academic performance of strategic optimists was more likely to improve if they used optimistic-thinking coping, whereas the opposite pattern was observed in defensive pessimists. Defensive pessimists' academic performance was more likely to improve if they did not use optimistic-thinking coping. Also, the defensive pessimists' perception of their own current academic competence was influenced by their improved academic performance, whereas the strategic optimistic students' perception of their future academic competence was influenced by their improved academic performance.View full abstractDownload PDF (1483K) -
Stability of Factor Structures and Predictive Validity From a Nationwide Cohort Study in JapanYUSUKE TAKAHASHI, KENSUKE OKADA, TAKAHIRO HOSHINO, TOKIE ANME2008 Volume 56 Issue 1 Pages 81-92
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSSocial skills are positive abilities that help children to interact with others in various situations. Many previous studies have found that failure in acquiring social skills or atypical development of social skills is predictive of later problem behavior, social maladjustment, and low academic achievement. Currently, however, few scales exist to measure the social skills of Japanese preschoolers. In Study 1, a large-scale cohort study was used to develop a scale that enables an appropriate measure of individual differences in preschoolers' social skills. The obtained 3-factor structure was consistent with published studies done in Western countries, and the scale was found to have excellent internal consistency and temporal stability. In Study 2, the relation between the newly developed scale, problem behavior, and autistic tendencies was analyzed. The results confirmed that the present scale demonstrates both concurrent and predictive validity. It is possible that early intervention based on screening with this scale might assist children to develop soundly.View full abstractDownload PDF (1872K) -
Case Study and Interpretive AnalysisMAYUMI TAKAGAKI, HIROTSUGU TAZUME, SETUO FURIHATA, OSAMU SAKURAI2008 Volume 56 Issue 1 Pages 93-103
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research applied the theoretical framework of Tsai's (2000) conflict map in a high school physics class's study of properties of waves. A teaching strategy was developed that presented experimentation and observations that were consistent with the students' ideational network sequence. The teaching process included directly observing events discrepant with the students' preconceptions, experiencing observations and mapping and verifying their causal correlation within the mathematical domain, and consistently verifying the scientific conception from various perspectives, including the integration of anomalous data, both in the real world and in an ideal world. The instructional effects of the teaching strategy were examined through qualitative analysis, consisting of introspective protocols (questionnaires) before and after the class, and behavioral observations during the experimentation and observation phases. The results of the analysis suggested that the process used induced conceptual change.View full abstractDownload PDF (2759K) -
GO MATSUO, SHUNICHI MARUNO2008 Volume 56 Issue 1 Pages 104-115
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the process whereby elementary school students foster the meaning of ground rules (GR) for discussions in their classroom. One sixth-grade class (12 girls, 10 boys) was studied. When these students were promoted to the next grade, the new teacher's beliefs about learning were different from those of the previous teacher. The children completed a questionnaire and were interviewed about their own meaning of the classroom ground rules. In addition, their Japanese language classes were observed when the students were fifth and sixth graders. The results showed that the students were aware of (1) the importance of even subtle differences among ideas,(2) the feeling that their learning deepened through maintaining and thinking reflectively about their own opinions, and (3) the possibility of learning by paying rapt attention to others' opinions. A comparison of the discourse processes of the fifth- and sixth-grade lessons suggested that impetuses for learning were (1) deepening learning based upon a diversity of views, and (2) the encouragement of discussion in which students participated actively. Using discourse strategies such as revoicing, this class's teachers provided opportunities in the classroom for sharing others' points of view and reflecting upon the students' own standpoint.View full abstractDownload PDF (1889K) -
Feedback to Avoid the Teacher's ResistanceAI ENDO2008 Volume 56 Issue 1 Pages 116-126
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present paper examines methods for providing effective feedback to a junior high school special education teacher, and the effect of those methods on how the teacher provided guidance to students with autistic disorders. In order to avoid the teacher developing a negative attitude toward the feedback, he was given 2 kinds of indirect feedback: written and videotaped. This evaluation was conducted not on the guidance provided to his students by the teacher, but rather by graduates in after-school care programs, an environment similar to the teacher's work environment. After the teacher received the feedback, it was observed that he provided better guidance to his students, and the students' behavior also improved. The teacher planned guidance for a specific student, however, other students in the class who were not directly involved in the guidance also participated positively in the class.View full abstractDownload PDF (3414K) -
A Review and PerspectiveRUMIKO NAKAYAMA2008 Volume 56 Issue 1 Pages 127-141
Published: March 30, 2008
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSNarcissism is a key concept for understanding adolescents. However, even though multitudes of studies of narcissism have been conducted, the meaning of that concept has rarely been discussed. The present article reviews recent studies of normal narcissism, and tries to capture findings from the viewpoint of self-regulation. Main topics discussed include (1) ego threats for the narcissist as a control variable, and (2) similarities and differences between narcissism and similar constructs. A process model is proposed, made up of situations, objects of control, and choice of strategies, and the need for further research based on this model is discussed.View full abstractDownload PDF (2547K)
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