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Volume 60 (2012)
- Issue 4 Pages 343-
- Issue 3 Pages 235-
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Volume 60, Issue 4
THE JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY
Displaying 1-9 of 9 articles from this issue
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Erratum
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SATOKO MIWA2012 Volume 60 Issue 4 Pages 443
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESS
Articles
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Can Acquired Resilience Redeem Innate Vulnerability ?MARI HIRANO2012 Volume 60 Issue 4 Pages 343-354
Published: December 30, 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine whether acquired resilience could remove risks associated with being inherently sensitive to stress. Questionnaire results obtained from 433 adults (191 men, 242 women ; average age 20.7 years) were analyzed to examine the relations between psychological sensitivity and innate and acquired resilience factors. The results of an analysis of variance indicated that the participants who were highly sensitive tended to have low levels of innate resilience factors, and that acquired resilience factors could be enhanced regardless of individuals’ sensitivity. Examination of the buffer effects of resilience on the negative effect of sensitivity on psychological adaptation indicated that innate resilience factors did have a buffer effect. However, only the main effect of acquired resilience factors was significant. Thus, these results do not support the possibility of redeeming risks of sensitivity a posteriori. In addition, the results suggested that methods for enhancing psychological adaptation could vary according to individuals’ level of sensitivity, and also pointed to the importance of educing individualized resilience factors.View full abstractDownload PDF (584K) -
KAZUHIRO OHTANI, MOTOYUKI NAKAYA, TAKAMICHI ITO, RYO OKADA2012 Volume 60 Issue 4 Pages 355-366
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe term “academic contingency of self-worth” refers to the degree to which one’s sense of self-worth is based on academic achievement. Past studies that examined relations between academic contingency of self-worth and academic outcomes have had inconsistent results. The present study used hierarchical linear modeling (HLM) to examine how classroom goal structures (mastery and performance) might moderate the relation between academic contingency of self-worth and academic outcomes. The participants were 1,212 elementary and middle school students in the 5th to 8th grades from 43 math classrooms. The results suggested that both academic contingency of self-worth and mastery goal structure were positive predictors of self-regulated learning strategies and intrinsic interest. In addition, academic contingency of self-worth and mastery goal structure jointly influenced self-regulated learning strategies. Specifically, academic contingency of self-worth was more strongly related to self-regulated learning strategies in classrooms that had a low mastery goal structure.View full abstractDownload PDF (505K) -
HIROSHI IKEDA, RYO MISAWA2012 Volume 60 Issue 4 Pages 367-379
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe present study aimed to develop a scale to measure beliefs about failure, that is, individual differences in positive and negative value beliefs about experiences of failure, and to examine the reliability and validity of the scale. In Study 1, items were developed on the basis of an extensive literature review and responses to open-ended questions. The scale was then completed by 246 undergraduates; their responses were analyzed using exploratory factor analysis. The results revealed that the scale had the following 4 factors: negative affective valence of failure, learning orientation, need to avoid failure, and perceived probability of occurrence of failure. In Study 2, 759 undergraduates completed the scale; analysis of their responses confirmed the scale’s validity and reliability, including adequate internal consistency and test-retest reliability. In Study 3, 187 undergraduates completed a questionnaire on hypothetical failure situations. The results suggested that the participants’ beliefs about failure determined their causal attributions for negative events and their subsequent coping behavior.View full abstractDownload PDF (569K) -
Individual Differences in Predicted Test Scores With a Focus on Effects of Perceived UtilityTSUYOSHI YAMAGUCHI2012 Volume 60 Issue 4 Pages 380-391
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe present study examined whether cognitive or motivational factors have a stronger influence on high school students’ English vocabulary learning strategies, and also examined factors that determine students’ willingness to try to change the degree of strategy use after regular tests. The participants were divided into low (n=84) and high (n=112) groups on the basis of their predicted scores on a regular English test administered just prior to the present research. Path analysis, based on the assumption of paths from each factor to “learning strategy use” and “will to use strategy”, revealed that “learning strategy use” consistently showed a significant path from perceived utility, and “will to use strategy” showed significant paths from perceived utility and strategy use. However, a comparison of the size of the path coefficients revealed the possibility that intervening in perceived utility and cost may change the degree of strategy use in the “low” group. This suggests that in educational practice, it may be important to focus not only on motivational factors but also on cognitive factors.View full abstractDownload PDF (514K) -
SHUN KOHAMA2012 Volume 60 Issue 4 Pages 392-401
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to identify 3 patterns of procrastination, using a scale of awareness of procrastination, and to examine the mental health of 3 groups who engaged in the 3 patterns. After a questionnaire was completed by 235 undergraduates, the participants were divided into 3 groups according to their principal component scores, and their mean scores on mental health and distraction scales were compared. Analysis of variance revealed the following: (a) The pattern of procrastination that results in negative emotions was maladaptive procrastination. Participants who had engaged repeatedly in negative patterns of procrastination were dysfunctionally distracted and might become mentally ill. (b) Optimistic patterns of procrastination that were engaged in so as to alleviate a mood helped procrastinators forget the task so that while procrastinating, they enjoyed distractions. However, this pattern often resulted in dependence on the distractions. (c) The pattern of procrastination that included planning and positive feelings was adaptive procrastination. This pattern may have been engaged in temporarily in order to clarify a goal, and may have assisted in goal clarification and preventing bad moods.View full abstractDownload PDF (515K)
Articles [Applied Field Research]
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Effects of Writing Chain-StoriesRYOSUKE ONODA2012 Volume 60 Issue 4 Pages 402-415
Published: December 30, 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe present study investigated whether a chain-story activity could be a routine part of children’s writing tasks, and examined aspects of the writing process, classroom climate, and the children’s attitudes toward reading/writing. Effects of the chain-story activity were measured from the results of writing tasks. The participants, third-grade children (N=27), engaged in chain-story writing for 3 weeks. Quantitative analysis of the results from questionnaires, and a categorical analysis of their writing products suggested the following : (a) The children were able to finish writing the chain stories in a short amount of time. (b) Writing regularly affected the classroom climate, which in turn supported the children’s writing activity. (c) After the children had participated in the chain-story activity, a positive change in their attitude toward writing was observed, especially in those children who had been having difficulties in writing. (d) The quantity of the children’s written products increased after the chain-story activity. These findings suggest that chain stories could be a routine activity, and may have positive effects on children’s writing.View full abstractDownload PDF (706K) -
AYUMI ODAGIRI2012 Volume 60 Issue 4 Pages 416-429
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe present study defines “deepening understanding” as “reconstructing knowledge”, and examines how collaborative learning in a high school mathematics class facilitates individuals’ understanding. Eleventh graders (N=66) solved mathematical problems about exponential functions in 3 stages : pre-test, during the lesson (2 conditions : collaborative learning and explanation of the answers by the teacher), and post-test. The results indicated that making their own ideas clear, elaborating their own ideas by linking prior knowledge and others’ ideas with their own in order to resolve cognitive conflicts, and producing new ideas facilitated students’ knowledge reconstruction at the post-test. This suggests that when organizing collaborative learning, the following points are important for proper knowledge reconstruction : the teacher should (a) prepare problems that students can use their prior knowledge to solve and give them adequate time to solve them, (b) prompt students to point out any weaknesses in others’ ideas and to clarify the basis of others’ ideas, and (c) prepare problems that can be solved in various ways and encourage students to express their ideas.View full abstractDownload PDF (579K) -
TOMOKO KOBAYASHI, TOMOKO SAKURADA2012 Volume 60 Issue 4 Pages 430-442
Published: 2012
Released on J-STAGE: June 04, 2013
JOURNAL FREE ACCESSThe present study analyzed compositions written by 242 junior high school students about their feelings and thoughts 1 month after they had experienced the 2004 Niigata Chuetsu Earthquake, in order to describe the students’ psychological state. The analysis was done using a modified grounded theory approach. From the analysis, 56 concepts were extracted and organized into 32 categories, which were further summarized into 5 groups. The results revealed that the students’ feelings of uneasiness were ameliorated by being with their family and friends. This suggests that schools should reopen as soon as possible after a disaster, because they are a place where students can receive psychological support. The students viewed their circumstances calmly. A typical coping strategy was the thought, “I am still better off than other people.” In addition, the students expressed their hope that their community would soon recover.View full abstractDownload PDF (649K)
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