Worry is perseverative negative thinking about what may happen in the future. In this study, we examined the effects of cognitive behaviour intervention focused on metacognitive beliefs about worry, on alleviating worry in Japanese university students with high trait worry scores. Metacognitive be-liefs about worry refer to the beliefs that individuals have about their own worries, such as beliefs about the natures and functions of their own worries. In study I, we administered cognitive-behavioural psychoeducation to high worriers, with a fo-cus on metacognitive beliefs about worry. As a result, individuals who received the psychoeducation (n=13) were less anxious than the placebo intervention group (n=10) at a worry-provoking task. In study II, eighteen high worriers served as subjects. They were assigned to either a self-instructional training (SIT; n=9) group focusing on metacognition or a waiting list control (WLC; n=9) group. As a result, SIT produced a signi.cantly larger treatment effect on modifying negative metacognitive beliefs about worry. In addition SIT was superior to waiting-list control, in yielding improvements on worry related measures. These results show that modi.cation of negative metacognitive beliefs about worry has the effect of alleviating trait worry. The theoretical and clinical implications of these results were discussed.
This study examined the modulatory function of the positive affect in a communication context. The function of the positive affect has been examined in speci.c problem solving contexts. These studies illustrated that the positive affect made participants more .exible and creative and enhanced performance at each task. In this study, the positive affect was considered in terms of two factors—high-aroused positive and low-aroused positive—on the basis of subjective arousal level, as compared to previous studies that considered only one factor. Before a conversation task, participants (n=66) viewed one of the films that evoked the high-aroused positive affect, low-aroused positive affect, and neutral affect. The results showed that the more the participants felt the high-aroused positive affect, the more satis.ed they were about the conversation and the less frequently did they touch themselves. However, the more the participants felt the low-aroused positive affect, the more disappointed they felt about the conversation. These results pointed out the bene.t of separation of high-aroused and low-aroused positive affects in a communication context. They were discussed in terms of dyadic relationships.
In recent years, the importance of demonstrating one's own achievements has increased signi.cant-ly. Most noticeably, the number of research articles that survives rigorous peer reviews is frequently being used as an index to measure eligibility for an academic position or research grant. Therefore, almost all of researchers often find themselves being pressured to write academic papers. On the other hand, writing academic papers can be quite di.cult for those who have never written them. This article provides a brief tutorial for writing academic papers in Japanese language. However, there already are some good manuals which explain writing paper such as Tsuzuki (2006) or Rosnow & Rosnow (2006). Therefore I wish to demonstrate how to write academic papers in Japanese language based on my own experiences. This article consists of two parts. The first one describes how to write academic papers for each section of an article, namely “purpose” “method” “result” and “discussion”. The second part presents comprehensive strategies in writing academic papers.
In this paper, it was presented for the beginners how to write, to submit, and to publish papers in international journals. However, there is nothing special for writing papers in English. The important thing is what you want to investigate irrespective of which language you write it in.
In this article, it was presented for the beginners how to write, to submit, and to publish a paper in The Japanese Journal of Research on Emotions. The e.orts and the activities of the Editorial Commit-tee of Japan Society for Research on Emotions for the last two years were reported as well as the sta-tistics of the paper submitted and the ongoing reviewing process with the data describing the actual situations for each one of the papers. It was also explained that the progress of the implementation of J-STAGE web-based system supporting the paper submission and the reviewing process.