The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 62, Issue 2
THE JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY
Displaying 1-6 of 6 articles from this issue
Articles
  • MASATOSHI WATANABE
    2014 Volume 62 Issue 2 Pages 87-100
    Published: 2014
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      The present study investigated children’s adjustment of planning, depending on their prediction of an external evaluation of what they have done, in relation to their age.  The participants were 6-year-old (n=58) and 9-year-old (n=58) children.  Half of the children in each group were assigned to a condition in which they predicted an evaluation, and the other half, to a no-evaluation condition.  The task consisted of drawing patterns on stickers.  In the evaluation-prediction condition, the children were told in advance that a famous drawing teacher would evaluate their pictures, and they were also told to use the seals neatly.  After they finished their drawings, the children were asked about their expectations about the evaluation and the reasons for those expectations.  The children in the no-evaluation condition were told to draw freely, because no one else would see their drawings.  The children’s drawings were analyzed from the following perspectives: (a) deliberateness of planning, (b) conformity with the expected evaluation criteria (in the evaluation group), and (c) effects of deliberateness of planning on problem solving.  The results suggested that the 9-year-old children planned deliberately by predicting the external evaluation, whereas the 6-year-old children did not show such an adjustment.  The present results suggest that in 9-year-old children, internal criteria are self-inhibited and external criteria included in the prediction of external evaluation.  Furthermore, the idea of a goal state is defined by external criteria.
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  • Effects on Well-Being
    KOUTA HORIGUCHI, MASAHIRO KODAMA
    2014 Volume 62 Issue 2 Pages 101-114
    Published: June 30, 2014
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      In the present research, a new scale to measure motivation for social activities among persons who are elderly was developed, based on Self-Determination Theory.  The participants were 278 people (72 men and 195 women, 11 of unreported gender) with a mean age of 72.0 years (SD=5.9) who were living in urban areas and attending social activities.  Through pilot interviews, 37 items measuring motivation for social activities were identified.  The results of a factor analysis revealed 5 factors, consisting of 22 items: “Self-Growth Orientation,” “Self-Fulfillment Orientation,” “Regulation of Losses,” “Following Others,” and “Contribution to Others.”  The reliability and validity of the new scale was confirmed, and each factor was compared to the results of previously published research and examined for consistency with the theory.
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Articles [Applied Field Research]
  • Effects of the Teacher’s Responses and Interaction with Beliefs About Reflection
    RYOSUKE ONODA, KEITA SHINOGAYA
    2014 Volume 62 Issue 2 Pages 115-128
    Published: 2014
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      The present study examined relations between a teacher’s responses and students’ writing of a reaction paper (RP).  Initially, a pilot study was conducted to develop a questionnaire measuring learners’ beliefs about the purpose of writing a reaction paper.  Factor analysis of the data identified 4 factors: “memorizing”, “practicing writing”, “reporting self-understanding level”, and “communicating informally”.  In the main study, students in 2 Japanese university educational psychology classes were assigned to 2 conditions.  In the expectation condition, the students were simply told that other people would read their comments on a reaction paper.  In the response condition, the teacher picked some comments from a reaction paper and provided a supplementary explanation.  The results suggest that the teacher’s response decreased the number of lower-order questions that simply confirmed terms, and promoted higher-order questions that connected new information with prior knowledge.  In addition, significant interactions were found with students’ beliefs about the purpose of writing reaction papers in that the teacher’s response had no effect on inhibiting lower-order questions of students who had a high belief in memorizing, whereas, on the other hand, higher-order questions were promoted except by those students who held extremely high communication beliefs.
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  • REIKO NAKAMURA, FUSAKO KOSHIKAWA
    2014 Volume 62 Issue 2 Pages 129-142
    Published: 2014
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      The purpose of the present study was to develop a school-based program for preventing bullying, and to evaluate its effectiveness.  The program contained elements of social skills training and psycho-education.  Participants were 519 junior high school students (grades 7 through 9, 5 classes per grade; age 12-15 years).  Each class had one 50-minute session of the program.  A pre-post program comparison indicated that students’ self-efficacy for behavior to prevent bullying and norms regarding abusive behavior increased, whereas potential participation in abuse significantly decreased.  The results suggest the efficacy of this program.
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  • Music Psychology Research Conducted in Classrooms
    YOSHINO IWAO, KEN-ICHI YAMADA, YU-SHI TAKIGAHIRA
    2014 Volume 62 Issue 2 Pages 143-155
    Published: 2014
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      The purposes of the present study were to investigate effects of videos showing people playing music on students’ music perception, and to evaluate the practicality of this method for music appreciation classes.  Participants in Study 1 were 11-year-olds (5th grade) and university students.  Half of them viewed a music video (video-auditory condition), and the other half simply listened to the music (auditory condition).  Afterwards, all the participants rated the affective value of the music on a 5-point scale, and answered an open-ended questionnaire about their perceptions.  The results suggested that the video did not influence the affective value of the music, but did inhibit the participants from perceiving elements of the music.  These results led to 2 hypotheses, first, that simply listening was an effective way for the students to perceive the elements of the music and to bring up any images related to the music, and second, that viewing a music video was effective for perceiving the expression of the music and the instruments used, and for motivating students.  Study 2 investigated these hypotheses by comparing 2 teaching methods in two 4th grade music classes (38 and 39 students).  Each class was exposed to one of the conditions.  The results marginally supported the hypotheses, and suggested that simply listening to music had a good effect.  The discussion dealt with the necessity for planning music appreciation classes in view of the purpose for learning and the effect of both audio and audio-visual listening.
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Review
  • KAZUHISA MIWA, HITOSHI TERAI, MIKI MATSUMURO, AKIHIRO MAEHIGASHI
    2012 Volume 62 Issue 2 Pages 156-167
    Published: 2012
    Released on J-STAGE: March 27, 2015
    JOURNAL FREE ACCESS
      Recent intelligent tutoring systems function with higher interactive futures and provide various types of instructional support.  For such learning support, a crucial issue arises regarding the valance of the degree of support, that is, the degree by which the support continues and the point at which it is terminated.  This issue, called “the assistance dilemma”, is drawn from a duality of cognitive activities: learning-oriented and performance-oriented activities.  Learners have to assign their limited working memory capacity to both activities in order to perform tasks (performance-oriented activities) and to construct schema for learning (learning-oriented activities).  The present paper discusses the assistance dilemma from the viewpoints of goal achievement theory, which was developed in educational psychology, and cognitive load theory, which was established in cognitive science and cognitive psychology.  Literature relating to these two theories is reviewed.
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