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Volume 60 (2012)
- Issue 4 Pages 343-
- Issue 3 Pages 235-
- Issue 2 Pages 117-
- Issue 1 Pages 1-
Volume 60, Issue 3
THE JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY
Displaying 1-8 of 8 articles from this issue
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Articles
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KENJI OURA2012 Volume 60 Issue 3 Pages 235-248
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSTwo incompatible views of the reasoning schemas of the disjunction “p or q” in relation to Piaget’s theory are (a) that even 5- to 6-year-old children can achieve high performance on disjunctive syllogisms (Braine & Rumain, 1981), and (b) that only children older than 11-12 years old can do so (Nakagaki, 1981, in Japanese). A difference in the conceptual connection between p and q in “p or q” has been assumed to be responsible for the discrepancy. The purpose of the present study was to attempt to resolve this issue and to explore children’s cognitive development on disjunctive syllogisms. Many of the children participating in the present study were able to reason the exclusive class task better than the overlapping class task. The ratio of interpreting disjunction as compatible increased with increasing age. Furthermore, the present data suggest that the age at which children can master the reasoning schemas of disjunction is later, rather than at the early time suggested by Braine & Rumain’s (1981) report.View full abstractDownload PDF (592K) -
Using a Modified Grounded Theory Approach to Analyze the Self-Narratives of Patients With Bulimia NervosaTSUYOSHI TAKEDA2012 Volume 60 Issue 3 Pages 249-260
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe suggestion that patients with eating disorders have low self-esteem has resulted in quantitative research on the self-concept of such individuals. However, in order to have an in-depth understanding of the behavior of these patients, their self-narratives should be analyzed. In the present research, Japanese adult women outpatients (7 diagnosed as having bulimia, and 1 with a “not-otherwise-specified” diagnosis) recounted their life stories, focusing on how they perceived themselves. When a modified grounded theory approach was used to analyze the life-story narratives, 7 hypothetical ideas about the structure, formation, and meaning of relationships were revealed, and a hypothetical model was generated. The model has 3 aspects : eating, self, and interpersonal relationships, with consequences that negatively influence patients’ self-esteem. The self-narratives in each of these areas have complicated associations, which may keep the patients’ self-esteem low.View full abstractDownload PDF (710K) -
Social Cognitive Career TheoryMAKIKO KODAMA2012 Volume 60 Issue 3 Pages 261-271
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSInfluences of a teaching practicum on students’ aspirations as teaching professionals were investigated from the perspective of Social Cognitive Career Theory (SCCT) ; the role in this process of the National Institute for Educational Policy Research’s competencies for vocational and career development was also examined. Student teachers (N=240) completed questionnaires before and after their teaching practicum. The results suggested that the students with high competencies for vocational and career development had higher teaching self-efficacy, higher personal performance accomplishments, and less change in their teaching self-efficacy from before to after the practicum. Moreover, the results suggested that the relationships among the variables of Social Cognitive Career Theory differed between the students with high and low competencies for vocational and career development. For the students with low competencies, support from supervisors promoted teaching self-efficacy, and teaching self-efficacy had positive effects on the students’ interest in teaching and their aspirations as teaching professionals. For the students with high competencies, the positive effects of personal performance accomplishments on their aspirations as teaching professionals were modified by 3 mediating variables : teaching self-efficacy, teaching outcome expectations, and interest in teaching.View full abstractDownload PDF (582K) -
Focusing on Informed Assessment and the Contents of TestsMASAYUKI SUZUKI2012 Volume 60 Issue 3 Pages 272-284
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe present study investigated the relation between values of a test and the testing method, focusing on the following aspects of the testing method : the teachers’ approach to informed assessment and the test contents. Informed assessment was defined as explaining to students about the purpose of the test or the grading standards. Data were collected from 1358 students from 6 junior high schools and 4 senior high schools, using a self-report questionnaire. Results of a multilevel analysis showed that the teachers’ approach to informed assessment was positively correlated with the students’ perception of the test’s role in their improvement, and negatively correlated with their perception of the test’s role as enforcement. Furthermore, the present results suggest that the students who understood their teachers’ approach to informed assessment and considered the test questions to be practical were more likely to have positive values of tests, and those who considered the test questions to be factitive were more likely to have negative values. The results also suggested that the students’ school and achievement goals had little effect on the above relationship.View full abstractDownload PDF (503K) -
MASANORI KOBAYASHI2012 Volume 60 Issue 3 Pages 285-295
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe present study investigated whether a thought-generation strategy aids intentional memory suppression. When a thought-generation strategy is used, the individual generates a thought related to a cue for a target, and thinks about it in order to suppress the memory of the target occurring in response to the cue. The participants in the study were university students (average age, 18.76 years; 14 men, 15 women). In an experiment in which a think/no-think task (Anderson & Green, 2001) was used, the memory suppression of individuals in a control group (n=15) was compared to that of individuals in a thought-generation strategy group (n=14). Successful memory suppression was observed only for cued-recall performances and recognition reaction times in the participants in the thought-generation strategy group ; the subjective difficulty reported by the participants in the thought-generation strategy group during suppression was significantly lower than that reported by the participants in the control group. Accordingly, it is proposed that a thought-generation strategy may enhance intentional memory suppression.View full abstractDownload PDF (573K) -
KAZUHIRO YASUNAGA, HIDETOKI ISHII2012 Volume 60 Issue 3 Pages 296-309
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine if the way that questions are posed on a Japanese language reading test affects the test-takers’ responses. The following variations of item presentation were used: (a) an item format in which test-takers chose a sentence (multiple choice or free response), (b) a presentation style in which blanks were the same throughout or varied in form, the number of blanks varied (many or few), and blanks were presented with or without an equal sign between them, and (c) a format that either did or did not have descriptive phrases before the blanks. Junior high school students (N=703) were given 50 minutes to complete the test, and the proportion of correct answers and item discrimination were analyzed. The results were as follows: (a) Item formats involving choosing a sentence did not affect the proportion of correct answers or item discrimination. (b) Presenting blanks without an equal sign between them, and varying the presentation of blanks, resulted in an increase in the proportion of correct answers and item discrimination. When the presentation of blanks was varied, presenting blanks without an equal sign between them led to a higher proportion of correct answers. Higher discrimination was found when the blanks used the same form, when fewer blanks were used, and when blanks were presented without an equal sign between them. When complicated texts, such as multiple blanks, or blanks of the same form, were combined with blanks with an equal sign between them, a higher proportion of correct answers was obtained. (c) The data on inclusion/exclusion of descriptive phrases before the blanks showed an interaction with gender. The present study suggests the importance of considering the way in which questions are posed in tests.
Key Words: Japanese language comprehension test, item presentation, item difficulty, item discrimination, junior high school studentsView full abstractDownload PDF (1182K) -
SATOKO MIWA2012 Volume 60 Issue 3 Pages 310-323
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate how children’s conception of work values could be prompted in their classes in moral education. A consideration of the structure of the moral education classes suggested that analogical reasoning might affect children’s conception of work values. In Study 1, sixth-graders (N=120) were divided into 3 groups: (a) showed a similar story, (b) instructed to engage in analogical thinking, and (c) control, and effects of analogical reason on their interpretation (abduction) of ideal work values from reading material was investigated. It was found that more of the children in the group that had been showed a similar story did abduction than did the children in the group instructed to engage in analogical thinking. Study 2 focused on the actual discussion part of the lesson, using analogies to investigate how the children understood various work values. It was found that the children did interaction-based abduction after listening to other children’s analogical speeches. The present finding suggest that analogical reasoning can be effective for prompting an understanding of ideal values and diversity of values, both of which are essential for a conception of work values.View full abstractDownload PDF (604K) -
TETSUYA NADA, KENICHIRO HORI, SHUN’ICHI MARUNO2012 Volume 60 Issue 3 Pages 324-334
Published: 2012
Released on J-STAGE: February 08, 2013
JOURNAL FREE ACCESSThe present study examined effects of positive emotions toward task activities that arise from interactions with another person, in a collaborative construction process of knowledge, using error bias as an index of this process. Third-graders performed a sequence of tasks : a pre-test, a collaborative session, and a post-test. The experimenter responded differently to participants’ reactions in 2 different conditions : surface-acceptance and deep acceptance. The hypothesis that only the participants in the latter condition would experience positive emotions was confirmed. The participants in the deep-acceptance condition showed more error biases, performed the post-test tasks more properly, and were more flexible about rethinking their original idea through employing different ideas from others. The present findings suggest that positive emotions toward task activities prompt children involved in a task to be more flexible toward others’ ideas, thus allowing them to rethink their original idea from a new perspective.View full abstractDownload PDF (526K)
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