Questionnaire data from 4,120 university students in Japan were used in an empirical examination of mechanisms linking "attention-deficit/hyperactivity disorder (ADHD) tendency" and depression. The present study also investigated whether that relationship was mediated by stressors experienced during the COVID-19 pandemic. Path analysis revealed that higher levels of "ADHD tendency" were associated with higher levels of depression, both directly and through the mediation of stress during the COVID-19 pandemic. Inattention and hyperactivity/impulsivity are subscales of the questionnaire on "ADHD tendency". In addition to the direct positive association between each of these subscales and depression, higher levels of both subscales were associated with higher depression, mediated by higher levels of stress during the COVID-19 pandemic. Still, the indirect effects of all mediation models were relatively small. The present results suggest that, for prevention and early intervention for depression, a greater risk of depressive symptoms in university students with "higher ADHD tendency" should be recognized, and that those students should be provided with appropriate support to reduce stress during the COVID-19 pandemic.

  The present study examined children's perception of the individual support provided to their classmates, focusing on their sense of subjective adjustment and scene differences. Elementary school students (N=318) were presented with 2 hypothetical classroom scenes in which individualized support was provided and then completed a subjective adjustment scale. The results indicated that, in the 3rd and 4th grades, a high degree of feelings of acceptance and trust was associated with higher scores on empathy toward individualized support and less indifference and dissatisfaction, whereas, in the 5th and 6th grades, high scores on sense of comfort and sense of fulfillment were associated with less affirmation and also with indifference toward individualized support. Furthermore, an exploratory study of the relationship between the participants' perception of individual support and their sense of subjective adjustment showed that, in the 5th and 6th grades, when the students' scores on sense of comfort were high, many showed less non-interference and a more ambivalent perception of individualized support. Theoretical hypotheses that might explain the emergence of the reported ambivalent perception were discussed from the perspective of group maturation.

  The present study explored how others' emotions are comprehended from their vocal expressions and examined the relationship between empathy and the understanding of others' emotions through their vocal expressions. High school students (N=317) were asked to identify vocal expressions intended to express joy, sadness, and anger, using both the selection method and open-ended questions. Empathy was measured using the Cognitive and Emotional Empathy Scale for Children (Murakami et al., 2014). With the selection method, the participants had difficulty identifying the expression of sadness. Rather, they selected joy and anger as the intention in those recordings. Quantitative analyses of their text responses found similarities between joy and anger. This suggests that vocal expressions meant as joy may be misinterpreted as anger. The results from the measure of empathy suggested that those who tended to share others' positive emotions or who respected others' positive emotions identified others' vocal expressions of joy more accurately.

  In the present study, a scale that measures male juvenile training school inmates' perception of the attitudes and behavior of juvenile training school instructors was developed, and, using that instrument, factors associated with the inmates' intention to seek help from juvenile training school instructors were explored. The participants (N=215), who were new inmates of a juvenile training school, completed a questionnaire that measured help-seeking intentions, anticipated benefits of help-seeking, self-stigma of seeking help, perceived attitudes and behavior of juvenile training school instructors, previous experience with help-seeking, male gender roles, emotional suppression, and concerns. The results indicated that the scale of inmates' perception of the attitudes and behavior of juvenile training school instructors had a 2-factor structure: conscientious attitudes and behavior, and supportive attitudes and behavior, and that the instrument had sufficient reliability and validity. The results of structural equation modeling revealed that while the anticipated benefits of help-seeking were positively related to the participants' help-seeking intentions, self-stigma of seeking help was not positively related. Additionally, the anticipated benefits of help-seeking mediated the positive relationship of help-seeking intentions with both factors relating to the perceived attitudes and behavior of juvenile training school instructors, as well as with the participants' previous experience with help-seeking and male gender roles. Moreover, previous experience with help-seeking and emotional suppression were directly positively related to help-seeking intentions.

  The present study examined the relationship between the quality of the learning strategy called "lesson induction", in which students verbalize what they have learned from their problem-solving failures, and subsequent problem-solving. First, researchers, including the author, collaborated with secondary school teachers in order to implement the strategy instruction with 80 seventh-grade students. Next, after a regular mathematics test, the students were told to use lesson induction with 4 problems that had had a low percentage of correct answers. The quality of those lessons was assessed on a 5-point scale as to whether the students referred to knowledge that helped them to solve the isomorphic problems in line with their past errors. The results suggested a relationship between the quality of the lessons and the students' problem-solving scores on the posttest when controlling for problem-solving scores on the regular test and the students' review activities. Furthermore, some students who induced lessons that referred to knowledge relevant to the problem but were not in line with their errors repeated in the posttest the same errors that they had made in the regular test. As the present study was practical research, the discussion dealt with the need to support students so as to induce high quality lessons.