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Volume 59 (2011)
- Issue 4 Pages 385-
- Issue 3 Pages 267-
- Issue 2 Pages 131-
- Issue 1 Pages 1-
Volume 59, Issue 2
Displaying 1-10 of 10 articles from this issue
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Articles
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Values of a Test, Motivation for Learning, and Learning StrategiesMASAYUKI SUZUKI2011 Volume 59 Issue 2 Pages 131-143
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSIn the present study, effects of telling students about the grading standards for a test and the test’s purpose were investigated by presenting a rubric to the students. Eighth-grade students (N=101) were randomly assigned to 1 of 3 classrooms, each of which corresponded to an experimental condition. The students studied mathematics for 5 sessions. At the end of each session, the students took a test on that day’s lecture. The experimental variable was the method of feedback of their test results, specifically, a rubric condition, a rubric plus comments condition, and a comments-only condition. The results indicated that the students who had received the rubric were more likely to consider the purpose of the test to be their improvement, had higher intrinsic motivation, used more deep-processing strategies and fewer surface-processing strategies, and achieved higher scores on the tests than the students who had not received the rubric. In addition, results from a path analysis suggested that the rubric influenced the students’ motivation, their strategies, and their test scores via values of the test. The results also indicated that the teacher’s comments had no effect on the dependent variables.View full abstractDownload PDF (544K) -
MASANORI MINAMI, KIYOSHI ASAKAWA, KEIKO AKIMITSU, ATSUSHI NISHIMURA2011 Volume 59 Issue 2 Pages 144-154
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the relation between first-year junior high school students’ feeling of school adjustment and their anticipatory anxiety about the transition from elementary school to junior high school. An Anticipatory Anxiety Scale was developed in a preliminary study in which 16 junior high school students participated. Participants in the main study, 348 seventh-graders (195 boys, 153 girls), completed the Asakawa Inventory of School Adjustment for Junior High School Students. The main results were as follows : (a) The mean score on relations with teachers was significantly higher for the girls than the boys, and a significant interaction between anticipatory anxiety levels and gender was also found. At the end of May (the second month of the school year), a significant secondary interaction of time x anticipatory anxiety level x gender was found. (b) Emotional stability characteristics were high in order of the students with lower anticipatory anxiety, those with moderate anxiety, and those with higher anticipatory anxiety. (c) Motivation for sports and culture activities decreased significantly during the first months of the school year (April to May). The findings were discussed from the viewpoint of school psychology.View full abstractDownload PDF (499K) -
IKUO SAKURAI2011 Volume 59 Issue 2 Pages 155-167
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe purpose of the present research was to clarify some aspects of the development of Japanese young people’s moral judgment, from the point of view of Kohlberg’s theory of moral development. The participants were 2,697 students (47% males, 53% females), including 609 fifth- and sixth-graders, 1,666 middle-school students, 262 high school students, and 160 university students. The participants’ developmental stage was measured by the Defining Issues Test. Using a new standard for evaluating each stage of development, the participants were classified into 8 stages. The results supported Kohlberg’s theory. It was found that more than 70% of the participants who were in the fifth and sixth grades of elementary school had already reached the conventional level. The developmental process was clarified with a cognitive structured model of each stage. In choosing values, the elementary and secondary school students tended to select from low-stage viewpoints to high-stage ones, whereas the high school and university students tended to select in the reverse direction. Gender differences were found in many of the age groups. The girls’ developmental stages tended to be significantly higher than the boys’. In addition, the results suggested that more boys than girls chose the stage 3 viewpoint. The findings of the present study suggest that when one’s developmental level becomes higher, developmental differences decrease and moral judgment becomes more stable.View full abstractDownload PDF (599K) -
From the Viewpoint of Student Apathy and DepressionTAKEMICHI KANO, RITSUKO TSUGAWA2011 Volume 59 Issue 2 Pages 168-178
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe purposes of the present study were to examine the possibility of classifying undergraduates’ lethargy into two types : student apathy lethargy and depressive lethargy, and to discuss characteristics of those two types of lethargy. A longitudinal survey study was conducted in which the Passivity Area Scale, the Depressive Mood Scale, and the negative rumination and analytic rumination scales from the Response Styles Questionnaire were completed 3 times by undergraduates. The original sample was 339 students (useable data were obtained from 324), but this was reduced to 155 students (87 men, 68 women) by the time of the third measurement. The results suggested that the lethargic undergraduates could be classified into a cluster that was accompanied by continuous depression (“Depressive Lethargy Cluster”), and a cluster that was not accompanied by continuous depression (“Student Apathy Lethargy Cluster”). In addition, the negative and analytic rumination scores were found to be high in the Depressive Lethargy Cluster, and low in the Student Apathy Lethargy Cluster. The present results suggest the usefulness of classifying undergraduates’ lethargy for prevention and support purposes.View full abstractDownload PDF (568K) -
MAIKO TAKAHASHI, AKIHIRO TANAKA2011 Volume 59 Issue 2 Pages 179-192
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe present study examined the role of articulatory movement and speech feedback in oral reading, focusing on the retention of word order and particles, which is critical for the construction of propositional representations in Japanese sentences. Participants in the study (32 adults) were asked to read sentences delete with or without articulatory movements and speech feedback, specifically, either silent reading, listening, silent mouthing, or oral reading, after which they completed judgment and recognition tasks. The results showed that articulatory movements subserve a function in the retention of word-order information in sentences and in the construction of propositional representations, whereas speech feedback facilitates complementary information processing in sentence comprehension.View full abstractDownload PDF (698K)
Articles [Applied Field Research]
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YASUSHI MICHITA2011 Volume 59 Issue 2 Pages 193-205
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe purpose of the present study was to examine whether various kinds of training in asking questions during a college lecture class would influence the students’ attitudes toward asking questions and their ability to ask questions. In the class, the lecturer set up situations in which the students were required to work together in a small group during every lecture to prepare a question and also had to write a question by themselves, and, in addition, required the students to make a small-group presentation once a term. At the beginning and end of the term, the students completed a questionnaire asking about their attitudes toward questioning ; they also completed a task in which they were instructed to prepare as many questions as possible about an article that they had read. Across two years of this procedure, the students’ attitudes toward questioning and the number of questions asked increased from pretest to posttest. It is important to point out that the increase in the number of questions was not simply an increase in questions asking for facts or in questions for which the asker’s purpose was unclear, but rather the increase was in higher-order questions. In order to examine the origins of the increase, the students were divided into 4 groups on the basis of their pretest scores on the attitude questionnaire and the question-preparation task, and pretest-posttest differences between the groups were compared. The results revealed that all the students except those who had scored highest on the pretest showed both an improvement in their attitude toward questioning and an increase in the number of questions prepared.View full abstractDownload PDF (526K) -
Present Behavior and Helping BehaviorKUNIHIKO SUTO2011 Volume 59 Issue 2 Pages 206-218
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe present study tests the effect of discriminative stimuli for the helping behavior of two 10-year-old boys with autism spectrum disorders who had been trained in helping behavior and present behavior. The participants were exposed to 2 or 3 conditions. In Task 1, in a non-discriminative context of helping, 2 objects and verbal stimuli were presented. In Task 2, in a non-discriminative context of helping, only a verbal stimulus was presented. In Task 3, in a discriminative context of helping, an object and a verbal stimulus were presented. The target behaviors in Tasks 1 and 2 were appropriate present behavior and helping behavior, whereas in Task 3, the target behavior was only helping behavior. Both participants showed the target behaviors on the tasks. One of them also generalized present behavior and helping behavior to tasks not involved in the intervention and also at his home. The present results suggest that present behavior clarifies the discriminative stimulus and prevents inappropriate behavior from autism-related stimulus overselectivity.View full abstractDownload PDF (940K) -
Comparison With Teaching Text StructureATSUKO SEIDOU2011 Volume 59 Issue 2 Pages 219-230
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSA previous study (Seidou, 2010) showed that teaching high school students only the structure of an argumentative essay was only somewhat effective in improving the quality of their essays. Therefore, the present study examined effects of high school students’ interactions on their argumentative essays, in addition to teaching them text structure. Participants in the study were high school juniors. In the first intervention, the interaction group (n=29) was given a handout in which their ideas were written, and the text structure group (n=28), a handout in which the text structure was written, after which the students wrote argumentative essays. The quality of the content of the essays improved equally in both groups. In the second intervention, after the same 57 students were all given handouts in which both their ideas and the text structure were written, the essays written by the students in the text structure group were higher quality than those written by the students in the interaction group. Posttest essays written by the students in both groups were lower in quality than those written immediately after the interventions. However, the quality of the essays written by the students in the text structure group was higher than those written by the students in the interaction group. These results suggest that students’ interactions with the handouts, in addition to teaching them text structure, may have improved the quality of their argumentative essays. Teaching text structure before the interaction was more effective.View full abstractDownload PDF (485K) -
Conceptual Change in Relation to Itinerant ConsultationGAKU MIYAMA2011 Volume 59 Issue 2 Pages 231-243
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe purposes of the present study were to examine how conceptions that pre-school teachers have about children and child care are affected by consultation with itinerant specialists in psychology, and to identify factors that may exert an influence on conceptual change. Nursery school and kindergarten teachers (N=20) were interviewed. After the verbatim records were analyzed using the modified grounded theory approach (M-GTA), a process model diagram was prepared to illustrate conceptual changes experienced by the teachers through the consultation sessions. According to the model, the pre-school teachers did tend to reflect, in a verifying way, upon daily child care, considering influential factors that had emerged through the consultations. The present study suggests that reflective thinking influences teachers’ final perceptions of the opinions of consultants and modifies their conceptions of children and child care. Examination of the process of conceptual change revealed 2 important indicators for itinerant consultants : (a) whether the pre-school teachers have been able to reflect sufficiently about daily child care, and (b) whether the consultants’ opinion agrees with the teachers’ actual experiences.View full abstractDownload PDF (808K)
Review
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RYOTA NOMURA, SHUNICHI MARUNO2011 Volume 59 Issue 2 Pages 244-256
Published: June 30, 2011
Released on J-STAGE: October 21, 2011
JOURNAL FREE ACCESSThe present article proposes a multiple time-scale model that integrates existing models of personal epistemology. The model’s assumptions are as follows : (a) in one’s mind, knowledge and knowing are not represented as systems of decontextualized conceptions, but rather as resources embedded in particular situations of cognitive activity, (b) there are 2 distinct but interrelated domains of personal epistemology : general knowledge and knowledge for use ; (c) a tentative view of the world as a situated typical mental model in which framework knowledge is controlled is constructed through the interaction between an individual’s personal epistemology and actual tasks that the person faces in cognitive activity ; (d) in cases in which problems cannot be resolved within that framework, the incongruity motivates the individual to reconstruct alternative tentative views of the world ; and (e) if the new tentative view which conflicts with the individual’s existing view of the world is built through repeated cognitive activity, and the person’s epistemic beliefs are highlights by the perspectives of other people or by educational intervention, the individual’s beliefs are forced to change in accordance with the demand of the new tentative view of the world.View full abstractDownload PDF (793K)
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