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Volume 33 (1993 - 199･･･
- Issue 3 Pages 179-
- Issue 2 Pages 89-
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Volume 33, Issue 2
Displaying 1-8 of 8 articles from this issue
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shown in school regulationsJUN'ICHI MARUYAMA, HIROYUKI SATOH, MIKI TAKARA, YOKO YUGE, CHIEKO YOSH ...1993 Volume 33 Issue 2 Pages 89-100
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSSchool regulations of 114 junior high schools were analyzed to investigate the nature of institutionalization in school. A coding system was developed which could classify a) regulations into task-relevant and task-irrelevant ones, b) situations and social relations prescribed in them, c) the degree of formalization and strictness, d) types of instructions (coercion, promotion, permission, dissuasion, and inhibition). The results indicated that a) schools had a median of 79.0 regulations of which those related to tasks numbered 19.8, and those not related numbering 55.0, b) in task-irrelevant rules, schools tried to control students' behavior in situations outside the school, and in social relations not directly concerned with school activities such as relations with peer group, family, and others, c) 48.5 rules were highly formalized an behaviors were prescribed in detail, d) many rules were coercive (45.0 regulations) and inhibitive ones (17.5) followed in number, while promotive (9.1), permissive (2.2), dissuasive (2.0) ones were relatively few. Categories which could indicate formalization were identified. The implication of the results for the institutionalization of educational organizations was discussed.View full abstractDownload PDF (1772K) -
TOKIO HAMANA, MASAHIRO MATSUMOTO1993 Volume 33 Issue 2 Pages 101-110
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThe purpose of this action research was to examine the effects of experimentally induced changes of teaching behavior on students' classroom adjustment. Sixteen teachers ranging from fourth to sixth grades and their students served as subjects. In a preexperimental session, all of these students were asked to rate the teaching behavior of their teachers toward them, and their own classroom adjustment. Thereafter, 9 classes were selected as an experimental group, and 7 classes as a control. At the beginning of the experimental session, each teacher in an experimental class was asked to increase his/her interactive teaching behavior toward those students who had rated their teachers' behavior toward them poorly. These induced attempts were continued for three weeks. Teachers in the control classes received no such experimental manipulation. In the post-experimental session, all of the students in the 16 classes were again asked to rate teaching behavior of their teachers toward them, and their own classroom adjustment. The results showed that the classroom adjustment scores of target students in the experimental group became more favorable due to the changes in teaching behavior.View full abstractDownload PDF (1691K) -
TETSUO NAITO1993 Volume 33 Issue 2 Pages 111-121
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThe purpose of this study is to examine the technique of idiographic cluster analysis for a single classroom climate. The method is the application of PAC (personal attitude construct) Analysis by Naito (1993). The subject who is an ex-teacher elicited free associations about the case of the worst management of her classes. She estimated the degree of the similarity of all pairs of association items. Cluster analysis was done by the similarity matrix. Then she was asked to interpret the clusters and describe the contents. The same procedure was followed in the case of the best management. The results of both cases suggested the utility of this technique for analysis of a single classroom climate and assessment of its teacher.View full abstractDownload PDF (1548K) -
FUMIYASU SEKI1993 Volume 33 Issue 2 Pages 122-130
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThe purpose of this study was to improve a so called wasted junior high school through methods of group dynamics over a 3 year period. The main results are as follows; 1) Frequency of anti-social, delinquent behavior, and acts of violence toward teachers decreased to one-ninth of what they were 3 years previous (decreasing in number from 78 to 9). 2) The average scores of achievement tests, in which full marks were 200, increased by 30 points. 3) Of all the atheletic clubs, nine of them won championships, which used to be four.View full abstractDownload PDF (1493K) -
TOSHIO YOSHIDA, HIROMI FUKADA, TOKIO HAMANA, RYOJI TAKEGAWA1993 Volume 33 Issue 2 Pages 131-140
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThe purpose of the present action research is to examine the effects of three types of persuasion-skills on improvement in attitude and behavior of elementary school children. The subjects were two hundred and fourteen fifth and sixth graders. They were divided into four groups, The one control and three experimental groups. The communicator, who was an ostensible elementary school teacher, presented all four groups a standard persuasive message that they should not call other children by nicknames which annoyed them. In addition to this message, each of the three experimental groups was given a different experimental manipulation. These three were: (a) presenting an episode in which a child had negative experience as a result of being called by his nickname, (b) showing acceptance and sympathy with the nicknamer's emotional background, and (c) requesting to commit not to calling others by nicknames. All of three experimental groups showed greater improvement in attitude and behavior than the control group.View full abstractDownload PDF (1757K) -
SEIICHI SATO, TADASHI HATTORI1993 Volume 33 Issue 2 Pages 141-149
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThe present study was undertaken to investigate the main and interactive effects of homeroom teachers' PM Leadership types on the class and individual pupil's levels on elementary school pupils' school morale. The data included ratings of 1018 fourth, fifth, and sixth grade pupils obtained from 31 classes at five elementary schools. These ratings were used to decide the teachers'leadership types on the class and individual pupil levels. The teachers were classified as PM-type if the average scores of the class and individual pupils exceeded the average P and M scores, pm-type if scores were below the average P and M scores, P-type if above the average scores only in P, and M-type if above the average scores only in M. The main results were: 1. The pupils' morale was the highest with the PM-type teachers at both the class and individual pupil levels, followed by the M-type and P-type teachers in this order, and the lowest effect being with the pm-type teachers. 2. Interactive effects on the class and individual levels were found only in the morale item“classroom solidarity”. The PM-, M-, and P-type pupils in the PM-type groups showed higher classroom solidarity and the P-and pm-type pupils in the M-, P-, and pm-type groups showed lower classroom solidarity. With the other morale items“will to learn”, “understanding of teacher instruction”, “happiness at schoo1”, and“total morale”, no significant interactive effects were found. In contrast, significant interactive effects were found in junior high school students concerning“classroom solidarity”, “will to learn”, and“total morale” (Sato, 1993).View full abstractDownload PDF (1367K) -
The effects of the size of crowd and vagueness of incentive on joining behavior of people passing byKAZUYA NAKAYACHI1993 Volume 33 Issue 2 Pages 150-154
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSThis study dealt with' the drawing power of crowds (Milgram, Bickman, & Berkowitz, 1969) ', and examined the effects of the size of stimulus crowds and vagueness of incentive on the joining behavior of people passing by. Three hundred and five university students participated in the video-simulated experiment and rated their intention of joining the crowds. The results were as follows: When incentives were vague, as was suggested by Milgram, et. al. (1969), as the size of stimulus crowds were increased a greater proportion of subjects were drawn into the crowds. On the other hand, when incentives were clear, the size of crowds had no influence on the subjects' responses. Finally, the applications of these results for sales promotion settings were discussed.View full abstractDownload PDF (793K) -
AKIRA KINJO1993 Volume 33 Issue 2 Pages 155-167
Published: November 20, 1993
Released on J-STAGE: June 04, 2010
JOURNAL FREE ACCESSEffects of two factors which are assumed to influence on one's cognitive ratings of a leader's leadership-style, a type of the leader's actual behavior and the resulting outcome of the group, were examined by three experiments. Ss observed three kinds of video-taped group processes in each of which their members were engaging in a task under P, M, or PM-typed leader respectively, and were informed that the one of these group performed better than the other two (high-outcome). Ss were asked to rate each leader's behavior in terms of the PM theory. Results showed the rated leadership-style corresponded to her actual behavior but knowing the outcome had not any influences on Ss' responses (Experiment 1). In experiment 2, Ss observed any one of the three leadership-typed groups of which outcome was either high or low. Those who were alloted to the group with M-leader and high outcome tended to rate the M-behavior of the leader rather strongly and the P-behavior weakly than those who obsereved the group with M-leader and low outcome. In experiment 3, Ss actually engaged in a task under a kind of leadership-style. The more they attributed their group's low outcome to their leader, the higher they rated his P-behavior. The more they attributed their group's high outcome to their leader, the higher they rated both his P and M-behaviors. These results suggest that knowing the group outcomes may influence on perceivers' cognitive ratings of leader's leadership-style through attributings of the group outcomes to leader's behavior.View full abstractDownload PDF (1941K)
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