This study investigated the development of moral judgment based on Kohlberg's theory of 2043 junior high students during 1984–1987 and 2008–2011 periods. The change in moral judgment and the factor of change were analyzed. Results showed that many students in recent years regarded collective value as important whereas many students regarded interpersonal value as important 24 years ago. In addition, on the solution for moral conflict, the percent of students choosing Stage 3 of moral development decreased while the percent of students choosing Stage 4 increased in recent years. The moral cognitive structure changed with time. The direction of moral education for junior high students was suggested by the change factor.

In this study, the relationships between school-life skills and class-adjustment of elementary school students were examined. Main results were as follows:(a) These variables were correlated. (b) Students, who were satisfied with their class, acquired high levels of social and health-related skills. On the other hand, students, who were not satisfied with their class, had low level of these skills. (c) Students, who had more infringed feelings, had low level of task completion skill. (d) Students, who had less approved feelings, did not have enough skills related to spontaneity. (e) Fewer health-related skills were acquired among students who belonged to classes that less than 50% of students of the class reported satisfaction as compared to students who belonged to classes that about 50～70% of students of the class reported being satisfied with their classes.

The purpose of the present study was to examine the volunteer experiences of university students as mental health supporters in elementary schools. Semi-structured interview was conducted to 13 students who participated in the volunteer activity, and obtained qualitative data were analyzed using the Modified Grounded Theory Approach. As a result, nine categories emerged, and the process of volunteer experiences and supporting factors for this process were identified. Based on these findings, support system for student volunteers was discussed from the perspectives of university and elementary schools which accept student volunteers.

We investigated whether the influence of test anxiety on learning activity differs based on self-esteem. Study 1 showed that students who had high test anxiety and medium level of self-esteem spent more time studying. Study 2 showed that students who had high English test anxiety and high self-esteem spent more time studying English. Students who had high English test anxiety and low self-esteem procrastinated studying for English.

The present study aimed to explore school-grade and sex differences in over-adaptation tendencies between Japanese and Chinese junior high school students. The results revealed that females showed a higher over-adaptation tendency than males in both countries. The differences between Japan and China were as follows: (a) Japanese lower-grade students scored higher on “self-restraint” and “self-insufficiency,” while Chinese students scored higher on “living up to one's expectations” and “solicitude for others.” (b) There were no school-grade difference among Japanese students, but there were significant differences based on grade among Chinese students. The discussion was focused on the social and cultural backgrounds in Japan and China.