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Volume 65 (2017)
- Issue 4 Pages 433-
- Issue 3 Pages 321-
- Issue 2 Pages 167-
- Issue 1 Pages 1-
Volume 65, 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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MIKI TOYAMA, LI TANG, MASATO NAGAMINE, SHUHEI MIWA, ATSUSHI AIKAWA2017 Volume 65 Issue 3 Pages 321-332
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSThe present study investigated interactions between process-positive and process-negative feedback and a regulatory focus on motivation, defined as the intention to exert effort and interest in a task and activities during free choice. University students (N=64) were induced to have either a promotion or a prevention orientation. The results indicated that process feedback interacted with regulatory focus such that promotion-focused positive feedback was more associated with increased motivation than negative feedback was, whereas in the prevention-focus group, negative feedback was more associated with increased motivation than positive feedback was. No interaction was found between process feedback and regulatory focus on activity during the free choice period. According to Higgins’ (2000) theory of regulatory fit, regulatory fit increases the strength of engagement. The present results suggest that motivation is highest when there is promotion/process positive feedback regulatory fit, and when there is prevention/process negative feedback regulatory fit.View full abstractDownload PDF (922K) -
Development of Inscription-Mediated ActionKEIICHIRO ISHIMOTO, HIROAKI ISHIGURO2017 Volume 65 Issue 3 Pages 333-345
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSPublished literacy acquisition studies have primarily focused on the orthographic form of letters. The present study focuses on the function of letters as a mediational means of thinking, and examines developmental changes in inscriptions as a mediational means of remembering with their transformation of form. Based on Vygotsky’s theory, the present study analyzed a note-taking task by using the functional method of double stimulation. The participants, 80 children (3 to 7 years old), were asked to produce inscriptions to memorize 2 sets of 8 sentences that they heard. The results showed that the younger children produced scribbles, whereas the older children produced icons and letters, which enabled them to remember the sentences. Those who produced letters to memorize the sentences inscribed the sounds of the sentences, whereas those who used icons inscribed the meaning of the sentences. This suggests that the form and the function of inscription co-develop while affecting each other. The following developmental phases of mediated action in Japanese literacy acquisition are proposed: (a) unmediated action with scribbles, (b) icon-mediated action, and (c) letter-mediated action.View full abstractDownload PDF (1082K) -
MARI FUKUDA2017 Volume 65 Issue 3 Pages 346-360
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSThe present study investigated whether use of mathematics textbooks during a learning impasse is related to students’ beliefs about textbooks, their perception of the utility and cost of using textbooks, their beliefs about learning, and their perception of their teachers’ use of textbooks in mathematics classes. Participants in the study, 1,850 junior and senior high school students, completed questionnaires about the use of mathematics textbooks and their beliefs. Multiple population analysis revealed that both the junior and senior high school students who perceived their teachers as actively using textbooks in mathematics classes also perceived textbooks as a tool for studying at home. The results also revealed that the students’ beliefs about textbooks positively influenced their use of mathematics textbooks in an impasse, and that this relation was mediated by their perception of the utility of textbooks and the associated cost of use. These results suggest the importance of teachers’ use of textbooks in mathematics classes. However, because a relationship was found between perceived utility and dependence on the use of textbooks, further research should examine ways to improve the quality of students’ use of textbooks.View full abstractDownload PDF (1035K) -
AI MIZOKAWA, MASUO KOYASU2017 Volume 65 Issue 3 Pages 361-374
Published: September 30, 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSThe present study investigated ways in which adolescents’ and adults’ empathy and emotional competence might affect their morality. The participants were 352 individuals, comprised of 300 people, average age 40.17 (age range 15-69 years; 150 men, 150 women), and 52 university students, average age 19.87 (age range 18-22 years; 3 men, 49 women). All participants completed a multi-dimensional empathy scale, a short version of the Profile of Emotional Competence questionnaire, and a moral reasoning task developed for the present research. The key findings were that empathic concern affected other-oriented moral judgments in various social situations, and that 2 different aspects of emotional competence in interpersonal relations (i.e., reading and using others’ emotions) had different functions in moral judgment. These results suggest that individuals who have high interpersonal emotional competence for reading others’ emotion, but who also have low empathic concern, are likely to abuse their emotional competence.View full abstractDownload PDF (979K) -
YASUKO MORINAGA, KIRIKO SAKATA, YOSHIYA FURUKAWA, KODAI FUKUDOME2017 Volume 65 Issue 3 Pages 375-387
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSEffects of benevolent sexism on mathematics motivation were investigated in the present study. The participants in the research were junior high school (Study 1) and senior high school girls (Study 2) in Japan. The girls read 1 of 2 scenarios, one in which a teacher was described as praising them for high performance in a math exam by saying “Good job” (control condition), or one in which the teacher continues, “even though you’re a girl” (benevolent sexism condition). After reading the scenario, the girls described their emotions and math motivation. The girls in the benevolent sexism condition reported lower math motivation, lower positive emotions, and higher negative emotions than the girls in the control condition did. Those results were replicated in Study 2, which also revealed that the girls’ lower math motivation was partly mediated by higher self-oriented negative emotions (e.g., shame). Although perceived prejudice evoked other-oriented negative emotions (e.g., anger), these negative emotions did not significantly influence the participants’ math motivation. Negative effects of benevolent sexism on women’s and girls’ academic and career motivation were discussed.View full abstractDownload PDF (936K) -
SHIGEHIRO KINDA2017 Volume 65 Issue 3 Pages 388-400
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSIn educational practice, learners are generally novices in a field, whereas instructors are experts. Experts usually prefer, and benefit from, inquiry-based activities. Do instructors tend to believe (perhaps unconsciously) that learners share this preference and therefore that they would benefit more from engagement in inquiry-based activities than from other forms of explicit teaching, such as worked examples? Such a belief is referred to in the present article as “instructors’ inquiry-expecting bias”. This concept is an integration of the existing concepts of the expertise reversal effect and the curse of knowledge. To examine the hypothesis, 2 role-judgment experiments were conducted. In this original method, university students played the role of learner or instructor. In Study 1, the participants (N=255) completed a questionnaire that described various teaching or learning methods and asked them to judge the desirability of those methods. Study 2 (N=184) involved a specific problem-solving situation. The results indicated that those who played the role of instructor exhibited the hypothesized bias, both as a general trend in Study 1, and also in the specific problem-solving situation in Study 2. The discussion describes some suggestions for educational practice, based on these results.View full abstractDownload PDF (871K)
Articles [Applied Field Research]
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Listening and Help-SeekingAKANE YAMAJI2017 Volume 65 Issue 3 Pages 401-413
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSProcesses of understanding the content of math classes were examined in a female 7th grader, focusing on her listening and help-seeking behavior when coping with problems. Observations were made of 16 lessons that included classes in characters and expressions, equations, and inequalities. When the student was observed to be having problems, the degree of her learning was qualitatively analyzed based on what she said and notes, by focusing on how she listened and asked for help. Help-seeking was useful for solving misunderstandings when she sought help regarding differences between her own ideas and her classmates’ understanding when she listened positively to the class discussion before seeking help. On the other hand, when she sought help by expressing her own opinions during group discussions, her understanding was compensated for by positively listening to later class discussions. Although this study involved observations of only 1 student, the results suggest that learning effects of listening and help-seeking might be affected by a combination of those behaviors and a student’s degree of understanding of differences between the student’s own opinions and those of classmates.View full abstractDownload PDF (902K) -
Teaching Expository Texts to 4th-Grade StudentsTATSUSHI FUKAYA, EIKO TOBE, YASUHIKO TATSUMI2017 Volume 65 Issue 3 Pages 414-428
Published: 2017
Released on J-STAGE: February 21, 2018
JOURNAL FREE ACCESSThe term “explanation schema” refers to knowledge about effective explaining behavior, which is used for both reading and writing. For example, people could organize the contents of expository texts using the scheme that “expository texts often consist of the elements question-explanation-answer”. In the present study, 2 class units on expository texts were taught in order to promote students’ use of reading and writing strategies, based on explanation schema. The participants were nine 4th-grade students in 1 class. In the first half of each unit, the teacher helped the students to learn and use explanation schema to read the texts by explicitly teaching the schema and prompting the students to summarize the material in the form of question-explanation-answer. In the second half, the students themselves wrote expository texts following the form question-explanation-answer, based on books that they had read outside of class. The students also utilized explanation schema when explaining and questioning the contents with each other. The results from a questionnaire and a reading test revealed that the scores on items about attitude toward and skills in using explanation schema increased after the students had experienced the 2 units. Finally, the discussion addresses the need to expand research on explanation schema in other subjects, including integrated study.View full abstractDownload PDF (1713K)
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