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Volume 61 (2013)
- Issue 4 Pages 351-
- Issue 3 Pages 229-
- Issue 2 Pages 121-
- Issue 1 Pages 1-
Volume 61, 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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RYO ISHII2013 Volume 61 Issue 3 Pages 229-238
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to examine effects of thinking about death on adolescents’ attitudes toward time. Undergraduates (N=127) were divided into 3 groups: (a) an experimental group, instructed to think about death, (b) a control group, instructed to think about the joys of living, and (c) a second control group, instructed to think about something unrelated to life and death. Before and after the thinking assignment, participants completed a questionnaire assessing their attitudes toward time. The results of a 2 (time) ×3 (groups) mixed design ANOVA showed that, after thinking about death, the attitudes toward time of the participants in the experimental group were more positive than before. The participants’ written accounts of the task that they had been assigned suggested an effect of the task on their attitudes toward time: thinking about death had led them to think about the importance of time, because time is limited in life. Effects of thinking about the joys of living, compared to thinking about death, were also discussed.View full abstractDownload PDF (624K) -
YOSHIFUMI KUDO2013 Volume 61 Issue 3 Pages 239-250
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to examine negative influences of example information on abstraction of rule representation. The experiments involved learning Hooke’s law, using the example of spring experiments. Study 1 investigated how the level of abstraction of the learner representation affected problem solving. Study 2 investigated how the level of abstraction of the rule proposition in the teaching material affected problem solving. The results were as follows: (a) the information on the spring experiments restricted the level of abstraction and the applicability and operationability of the rule representation; (b) these effects were not eliminated by teaching the rule proposition on a high level of abstraction, and (c) generally, a high level of abstraction of rule representation raised its operationability, but a certain type of operation was facilitated at the lower levels of abstraction. These results suggest than it is important to resolve the dilemma between the degree of abstraction of rules and the concreteness of the examples.View full abstractDownload PDF (913K) -
JUN SATO2013 Volume 61 Issue 3 Pages 251-264
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to examine effects of clarification of the relation between 2 members (p, q) in a rule proposition on problem solving. In the experiments, the following 2 rules were used : (a) a metal qualities rule, in which the antecedent (p) was a sufficient condition for the consequent (q), and (b) an economical competition rule, in which the antecedent (p) was a necessary and sufficient condition for the consequent (q). The following experimental conditions were used : (a) The E1 group was shown instructions for clarification of the presentation and an explanation of the rules ; (b) the E2 group was shown only the presentation and an explanation of it ; and (3) the C group was only given the tasks to do. College students (N=190) participated in Experiment 1. The results for both rules were that the scores on the tasks representing the application of rules were higher in the E1 group than in the E2 and C group. Participants in Experiment 2 were 304 college students. In that experiment, the instructions from Experiment 1 were revised, but the same results were found as in Experiment 1. These results suggest that clarification of the relation between 2 members of a rule proposition facilitates the application of the rule to problem solving.View full abstractDownload PDF (640K) -
SHINICHIRO SUGANUMA2013 Volume 61 Issue 3 Pages 265-276
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSPeople commonly experience the feeling of resignation (akirameru in Japanese). But there is no consistent definition of that feeling, even though negative aspects of it have often been reported. The purpose of the present study is to clarify the structure of resignation during adolescence, define it hypothetically, and examine its relation to mental health. Resignation was defined as “giving up a goal or dream when a person realizes that attaining it would be very difficult or impossible”. Semi-structured interviews about past experiences of resignation were conducted with 15 participants (8 men, 7 women; age range 22-30 years). From that material, 29 episodes were analyzed with a modified grounded theory approach (M-GTA), which resulted in 11 concepts and 3 categories. Adolescents’ resignation was found to be composed of 3 parts: “the content of the resignation”, “the moment of becoming resigned”, and “the decision to become resigned”, that is, to give up one’s goal or dream. The results suggest that resignation has various functions for adolescents’ mental health, including not only negative aspects, but also constructive aspects.View full abstractDownload PDF (600K) -
TOMOTAKA MISHIMA2013 Volume 61 Issue 3 Pages 277-289
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to investigate effects of group discussion and modeling on undergraduate student teachers’ ability to observe classes, focusing on the differences between second-year university students (N=55) who had not had experience as student teachers and third-year university students (N=67) who had done some student teaching. The major findings were as follows : (a) after modeling was provided, the quantity of problems identified by both groups of students increased, (b) after group discussion and modeling were provided, the quantity of problems that the second-year group identified regarding teachers’ basic pedagogical skills increased, and (c) the quantity of alternative plans that the students proposed for the classes did not increase following group discussion and modeling.View full abstractDownload PDF (822K) -
How Do Teachers Handle Students Who Injure Themselves? An Analysis of Blogs Written by Such StudentsYUKA SAKAGUCHI2013 Volume 61 Issue 3 Pages 290-310
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to examine ways in which middle and high school teachers handle students who injure themselves, looking at this from the viewpoint of the students. Texts written by students (N=14; all females; ages 15 to 19 years) who had injured themselves about how their teachers had dealt with them were excerpted from the students’ blogs, and were analyzed using a Grounded Theory Approach. The results suggested that 2 types of processes were experienced by the students: (a) experiencing support from their teachers, after which the students gradually began to think about stopping injuring themselves, and (b) experiencing being abandoned by their teachers, after which the students shut their hearts against and broke off relations with their teachers. After experiencing being abandoned by their teachers, the students became prone to breaking off relations with their teachers, even though they had earlier been connected. When this happened, these students wrote that they had no chance of going back to experiencing support. However, one route found that brought these students back to experiencing teachers’ support was teachers’ daily repetition of an expression of their support, such as calling the students frequently.View full abstractDownload PDF (1181K) -
MASAO YASUNAGA2013 Volume 61 Issue 3 Pages 311-322
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSIn previous studies that dealt with rule learning, experimenters gave learners new instances in a test session. In those tests, which the present author calls “rule application in judgment level (L1)”, the matter of interest was whether or not learners could apply the rule to the new instances. The present study proposes another type of rule application. Suppose that, after learning a rule, learners, by themselves, incidentally find out about a new fact or a new phenomenon, and guess that the rule might possibly be applied to it. This mental activity can be considered to be a rule application, which the present author calls “rule application in hypothesis production level (L2)”. Tasks assessing L2 have not been used in previously published studies. The purposes of the present study were to develop a task to assess L2 and to find a method to facilitate L2 in learners. Undergraduates (N=97 in Experimental 1; N=41 in Experiment 2) were taught the following rule: “substances that glitter like metal can conduct electricity”, after which a target instance (antimony in Experiment 1, and polyacetylene in Experiment 2) was introduced. To assess L2, the participants were asked what characteristics of the target instance they wanted to explore. To assess L1, they were asked whether or not the target instance conducted electricity. The results indicated that L2 was more difficult than L1, and that L2 was facilitated if, in the learning session, learners were given a fact, such as that pencil leads, which have a nature similar to the target instance, can conduct electricity.View full abstractDownload PDF (515K)
Article [Applied Field Research]
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NAOMI SUNAMI2013 Volume 61 Issue 3 Pages 323-339
Published: 2013
Released on J-STAGE: March 03, 2014
JOURNAL FREE ACCESSThe purpose of the present study was to examine how teachers promote positive changes in children. First, semi-structured interviewed conducted with 34 elementary school teachers were analyzed using the Modified Grounded Theory Approach, resulting in 5 categories : (a) problem solving, (b) instruction, (c) receptive attitude, (d) requests to other people for support, and (e) making a place to stay and concern in the classroom. Next, the method of approach of the teachers in problem situations was classified into 3 types : (a) teacher-centered solution strategies, (b) child-centered solution strategies, and (c) receptive attitudes, and scenes of relationships were organized. From a summary of the results, hypothetical models were generated that assumed (a) a functional structure according to the scene and the subject of the problems, and (b) a connection between the graded progress of time and problems, placed in two-dimensions. Finally, the possibility of complementary involvement in instruction and receptive attitudes of teachers, and also approach factors promoting positive changes in children, were examined.View full abstractDownload PDF (879K)
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