All issues
Volume 61 (2013)
- Issue 4 Pages 351-
- Issue 3 Pages 229-
- Issue 2 Pages 121-
- Issue 1 Pages 1-
Volume 61, Issue 4
THE JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY
Displaying 1-6 of 6 articles from this issue
- |<
- <
- 1
- >
- >|
Articles
-
KEITA SHINOGAYA2013 Volume 61 Issue 4 Pages 351-361
Published: 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSThe present study examined effects of an intervention on how to generate questions during preparation for learning, in which participants were encouraged to answer the questions that they had generated, in the context of the learners’ beliefs about learning. Junior high school students (N=87) participated in the study, which was conducted for 5 days in experimental history classes. The students were assigned to 1 of the following groups: (a) generating questions freely during preparation for learning, (b) receiving an intervention on how to generate questions during preparation for learning, and (c) receiving an intervention on how to generate questions, in which they were encouraged to answer those questions. The results showed that the intervention on how to generate questions directed learners who thought that rote memorization was more important than understanding to generate more questions about the relations between facts. That intervention also directed these learners’ attention during the lectures to information relating to the questions. In addition, answering the questions that they had generated during preparation increased learners’ integration of information during the lectures, and therefore enhanced their understanding of the contents of the lectures.View full abstractDownload PDF (501K) -
YUKI NOZAKI2013 Volume 61 Issue 4 Pages 362-373
Published: 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSWhen individuals experience stressful events, regulating negative emotions caused by these events could function as training for handling emotions appropriately and could contribute to a change in emotional intelligence. The present study, in which the term examination period was the stressful event, investigated whether regulating emotions in the self and others results in a change in emotional intelligence. In order to investigate this, a scale to measure various behaviors for regulating emotions in the self and others was developed. Undergraduates (61 males, 40 females) completed questionnaires before and after the term examination period. The results suggested that positive reappraisal, distraction, support for positive reappraisal, and support for emotional expression were positively related to a change in both intrapersonal and interpersonal emotional intelligence during the term examination period. Support for distraction was positively related to a change in interpersonal emotional intelligence. Moreover, emotion regulation for handling the stress of term examinations was more strongly related to a change in emotional intelligence than to dispositional emotion regulation or level of stress. The present results suggest that regulating emotions in the self and others during an examination period could contribution positively to a change in emotional intelligence.View full abstractDownload PDF (450K) -
The Concept of “Blessed Self-Feeling”REIKO NAKAMA2013 Volume 61 Issue 4 Pages 374-386
Published: 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSThe purpose of the present research was to reevaluate the relation between self-esteem and psychological well-being by contrasting it to the concept of “blessed self-feeling”. This concept focuses on self-feelings that are influenced by thoughts of blessings. In Study 1, a questionnaire completed by 306 university students showed that both self-esteem and blessed self-feelings were significantly positively related to subjective well-being and internal control. Study 2 was conducted via the Internet; questionnaires were completed by 173 individuals who identified themselves as university students. The results of Study 2 were similar to those from Study 1. In addition, blessed self-feelings are considered to be appropriate for people who are at a cultural disadvantage with respect to self-esteem. Scores on blessed self-feeling were higher in the females than in the males, and were positively related to interdependency, whereas the males’ self-esteem scores were higher than the females’ scores, and were negatively related to interdependency. In addition, a strong sense of agency, including confrontations with others, was related only to self-esteem.View full abstractDownload PDF (546K) -
YOHEI YAMADA, REIZO KOIZUMI, KAZUHIKO NAKAYAMA, NORIKO MIYAHARA2013 Volume 61 Issue 4 Pages 387-397
Published: December 30, 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSThe purposes of the present study were to construct a Perceived Normative Behavior Scale for Children, and to investigate developmental changes in the scores on this scale. The participants were children in the 3rd through 9th grades (N=2,674). To construct the Perceived Normative Behavior Scale, 20 items were selected according to the concept of norm consciousness and behavior in school. The results of a confirmatory factor analysis indicated that the scale consisted of 3 factors: observing individual norms, observing interpersonal norms, and improving interpersonal norms. The results of ANOVAs examining developmental changes in perceived normative behavior were as follows: (a) perceived normative behavior decreased with increasing age, and (b) the decrease in the boys’ perceived normative behavior occurred earlier than that of the girls. The findings were discussed from the viewpoint of developmental changes in children’s interpersonal relations.View full abstractDownload PDF (539K)
Article [Applied Field Research]
-
Proposing a New Unit Construction in Japanese Language ClassesYURI UESAKA, AKIYOSHI KOUSHIMA2013 Volume 61 Issue 4 Pages 398-411
Published: 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSAlthough very little research has been conducted on instruction involving the use of literature compared to explanatory text, examining how instruction dealing with literature influences students’ cognitions, such as their mental representations and beliefs, is important because it can contribute to an understanding of the value of enjoying literature. Literature permits readers to conjure up images when reading; it allows construction of more kinds of mental models than does reading explanatory text. Among the many types of Japanese literature, haiku (a 17-syllable poem) strongly promotes such processes in readers, because haiku uses a minimal number of syllables, making cognitive compensation necessary in order for readers to be able to deal with the abbreviated information provided. However, most current instruction about haiku consists of reading classic haiku for which interpretations have already been determined; activities such as writing haiku and discussing the resulting poems with peers are not usually included. Thus, it is difficult to promote children’s interest in haiku, because the present methods of instruction do not facilitate the experience of perceiving many types of imagery when reading haiku. In the present study, a new approach to teaching haiku was used, and how this method influenced the students’ cognitions was examined. The new method included writing haiku and engaging in appreciation activities with peers. The appreciation activities had the following features: (a) the haiku written by the students were presented anonymously, in order to create a situation in which the writers could actively participate in the discussion and appreciation of their own poems, along with the other readers, and (b) techniques for writing haiku and for appreciating literature were explicitly taught to the students. Effects of this unit were examined in one elementary school sixth-grade Japanese language class (N=14 students) by analyzing the process of appreciation that occurred when the students discussed a haiku written by one of the students. The results suggested that sharing the mental models of the haiku made by the readers contributed to creating a new, richer mental model that the students found surprising; this seemed to inspire the students to develop a deeper interest in literature.View full abstractDownload PDF (570K)
Review
-
MIHO HOTTA2013 Volume 61 Issue 4 Pages 412-424
Published: 2013
Released on J-STAGE: May 21, 2014
JOURNAL FREE ACCESSThe present study examines 2 kinds of confusion in published research on effects of assertiveness training (AT) : (a) confusion between the effects of training on acquisition of assertiveness and the effects of acquired assertiveness on other psychological variables, and (b) confusion between assertiveness and aggressive communication. First, in response to criticism that the definition of assertiveness is ambiguous, assertiveness was defined as communication skills and a stance grounded on both self-respect and respect for others. Second, because asserting oneself without respect for others is aggressive communication, such assertiveness should be differentiated from assertiveness that does respect others and considered to be a mutually exclusive type of communication. Only when assertiveness can be measured without containing any aggressive communication will it be meaningful and interesting to examine how assertiveness can serve as the basis for constructing good relationships, facilitating social reforms, improving task performance, and so on.View full abstractDownload PDF (681K)
- |<
- <
- 1
- >
- >|