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Volume 59 (2011)
- Issue 4 Pages 385-
- Issue 3 Pages 267-
- Issue 2 Pages 131-
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Volume 59, Issue 4
Displaying 1-8 of 8 articles from this issue
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Articles
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SATOSHI USAMI2011 Volume 59 Issue 4 Pages 385-401
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSHierarchical data sets arise when data for individuals (e.g., students, clients, or citizens) are nested within various groups (e.g., classes, hospitals, or regions), and often appear in social science research. For such data, a hierarchical linear model, which considers the dependent structure of individuals’ data within the same groups, is useful. In the present research, we derived formulas in order to evaluate the sample size needed for research designs with hierarchical data, focusing on the mean difference between 2 groups for cases of both multisite randomized trials (MRTs) and cluster randomized trials (CRTs). These formulas were derived in light of both statistical power and the confidence interval of the effect size. Additionally, for practical purposes, numerical tables were constructed that could easily be used to determine the sample size needed. The numerical tables for multisite randomized trials can also be used for paired designs, such as repeated measures designs and randomized block designs.View full abstractDownload PDF (635K) -
A Longitudinal StudyYUKA NAKAJIMA2011 Volume 59 Issue 4 Pages 402-413
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present study examined factors regulating the initial adaptation of newly hired women to their jobs from 2 viewpoints : (a) whether the goal-meeting aspiration system that contributed to job attainment had the same functions and structure for job performance as adopters expected, and (b) the relation between the goal-meeting aspiration system and emotional adaptation. In this longitudinal study, questionnaires were complete by 208 participants at 3 different times. Structural equation modeling indicated the following : (a) The factors of the goal-meeting aspiration system for job performance had almost the same structure as those of the system during job hunting. Challenge-aspiration during job hunting had a strong influence on will and goal-pursuing behavior in the duties of the job, whereas relatedness-aspiration influenced job performance only when it was mediated by will. (b) Will for the duties of the job, with the mediation of 2 aspirations, enhanced contentment with the duties of the job and the human environment of the workplace, and lessened the wish to change jobs. The present study suggests the important of fostering challenge-aspiration and will, both of which had a meaningful impact on job hunting and job performance.View full abstractDownload PDF (583K) -
YUKIO OBUNAI2011 Volume 59 Issue 4 Pages 414-426
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present study was aimed at explicating the relation between parents’ worries and their personal growth in relation to their discipline of their children, and children’s cognition of their parents’ disciplinary practices. Parents of 7th to 12th grade children (6 fathers, 9 mothers) were interviewed about their discipline-related worries and their personal growth. In addition, 327 parent-child pairs (a father or mother, plus one of their children in the 7th to 12th grade) completed questionnaires. The parents completed 2 scales based on the interview results ; the children completed 1 scale evaluating their view of their parents’ attitudes towards discipline. The main results of the analysis were : (a) both parental scales revealed the existence of 5 core factors, (b) a significant relationship was revealed between the children’s high evaluation of their parents’ discipline and their parents’ high scores on personal growth, and (c) parents’ worries could be classified into several patterns, under each of which the children’s evaluations and the parents’ personal growth differed.View full abstractDownload PDF (618K) -
KAORU TOYAMA2011 Volume 59 Issue 4 Pages 427-440
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSPreviously published studies of theory of mind have tended to focus on the correlation between children’s theory of mind performance and the number of times their mothers used mental words. Moreover, in those studies, the scenes of interaction between the mothers and children observed by the experimenters tended not to be unified. The present study uses 2 kinds of tasks for observations of the interactions between mothers and children in order to examine the relation between children’s theory of mind performance and mothers’ comments on mind. Children (5 to 6 years old, N=53) were individually tested on theory of mind scales. In addition, the children and their mothers participated in a make-a-story task and the Picture Book Communication Game. The results revealed a correlation between mothers’ use of language intended to help their children focus on other’s mind, and the children’s theory of mind performance. Because this correlation remained significant independent of the children’s verbal capability and their mothers’ education (in years), the present research suggests that there is a strong correlation between children’s theory of mind performance and their mothers’ use of mind-related language.View full abstractDownload PDF (633K) -
MASAMICHI YUZAWA, MICHIHIKO SEKIGUCHI, LI SIXIAN, MIKI YUZAWA2011 Volume 59 Issue 4 Pages 441-449
Published: December 31, 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present research examined young Japanese children’s ability to perceive and pronounce English phonemes, and the relation of that ability to their ability to repeat English words orally. Japanese children (3 to 6 years old) were asked to repeat sound stimuli that had either a CV or a VC structure, comprising the main phonemes of English. The children found it difficult to repeat stimuli composed of particular phonemes. They also found VC stimuli to be more difficult for them than CV ones. In addition, for the 5- and 6-year-olds, correct repetition rates for CV stimuli could explain the correct repetition rates for one-syllable English words with different types of phonological structure. The results suggest that young Japanese children’s ability to perceive and pronounce English phonemes may partly account for their difficulty in repeating English words orally.View full abstractDownload PDF (411K) -
YOICHIRO NONAKA2011 Volume 59 Issue 4 Pages 450-461
Published: December 31, 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe purposes of the present study were to clarify discriminant criteria for postures and gestures that are important nonverbal behaviors for teachers, and to conduct an exploratory collection and classification of elementary school teachers’ postures in their classes. Definitions used in collecting the postures in Study 1 were that gestures were a type of posture, and posture was a body position maintained for more than 1 second relative to the position of other parts of the body. This resulted in the collection of 699 postures of 24 elementary school teachers in actual classrooms, grades 1 to 6. In Study 2, the postures collected in Study 1 were classified in terms of similarities in relation to the teachers’ usage of those postures in their classes and the postures’ function in their teaching activities, resulting in 50 clusters of postures. The relationship of the postures to the teachers’ gender and the extent of their teaching experience, the grade of the class, and the subject taught was examined. The results suggested that the postures that teachers used most frequently were related to the teachers’ individual traits and teaching style.View full abstractDownload PDF (2768K) -
Development of a Mother-Child Psychological Independence Scale and Proposal of a Four-Category Model of Mother-Child RelationshipsMIKI MIZUMOTO, RITSUKO YAMANE2011 Volume 59 Issue 4 Pages 462-473
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present study focused on mother-daughter relationships, which are especially intimate these days. Female university students (N=509) completed a questionnaire. The results were used to develop a scale to measure the developmental process of adaptive or maladaptive psychological independence. Adaptive psychological independence was defined as psychological individuation from the parent on the basis of a reliable relation with the parent and construction of a self that is different from the parent. The Mother-Child Psychological Independence Scale was developed for use in the present study. Its 2 subscales, reliable relationship with one’s mother, and psychological individuation from one’s mother, represented 2 axes. The participants were divided into 4 types : dependent conflict, detached, connected, and independent, and 4 models of mother-child relationships were proposed. The results of the analysis revealed the relationships among the 4 types, as well as attachment style and identity status. Reliable relationship with one’s mother indicated individual differences in relation to psychological adjustment, and psychological individuation from one’s mother indicated a developmental aspect. On the basis of these results, a “connected → independent” route, and a “dependent conflict → detached” route were suggested as typical developmental processes in mother-child relationships.View full abstractDownload PDF (515K)
Article [Applied Field Research]
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Application in Fifth Grade Classes in the Japanese LanguageFUMI SUDO, SATORU YASUNAGA2011 Volume 59 Issue 4 Pages 474-487
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present research examined effects of the Learning Through Discussion (LTD) method on reading literacy of fifth grade children. The Learning Through Discussion method, originally developed for college or university classes to encourage the development of critical thinking and better retention of the subject matter, is comprised of eight steps (the LTD process plan), through which reading material is discussed and learning takes place. In the present research, children in 2 LTD classes in 1 school (n=52) studied an explanatory note based on the LTD process plan for 15 lessons in the Japanese language. Their learning outcomes, evaluated with a comprehension test, an application test, and a psychological test, was compared with the results from 6 non-LTD classes in 2 other schools (n=182). Analysis of the data indicated that although the LTD classes performed better than the comparison classes on the application test, there was no difference between the groups on the comprehension test. Pupils in the LTD classes who had had low achievement in their Japanese language lesson showed greater improvement than did comparable pupils in the non-LTD classes. The results from the psychological tests indicated that the pupils in the LTD classes had higher motivation for learning, received much approval from their classmates, and had a more supportive classroom atmosphere than did the pupils in the non-LTD classes.View full abstractDownload PDF (687K)
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