Self-awareness of emotions was defined as the ability for recognizing one's various emotions by putting them in words. The test had four questions in which the subjects explained the events and described their feelings when they were happy, angry, received mental pain, and enjoying. The test score was the number of the expressed feelings. The test was performed to 160 female university students with Emotional Intelligence Scale (EI-33) and Toronto Alexithymia Scale (TAS-20), all of which were conceptually related. The reliability of these three tests were acceptable. Self-awareness of emotions, emotional intelligence, and alexithymia were analized by factor-analysis model of covariance structure analysis. The results revealed that self-awareness of emotions had a positive significant correlation with emotional intelligence and emotional intelligence had a negative significant correlation with alexithymia. These results proved the conceptual relationships among them and supported the construct validity of them. But it was discussed that these tests left much room for improvement.

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本研究は、門地・鈴木(印刷中)が質問紙研究によって見出した、“緊張解放状況”での安堵感と、“やすらぎ状況”での安堵感の相違を、生理反応によって検討している。“緊張解放状況”、“やすらぎ状況”、および、“日常的な状況(統制条件)”を実験参加者にイメージさせ、心拍率、呼吸率、皺眉筋部と大頬骨筋部の顔面筋電図活動量を測定した。その結果、主観評定において、イメージ課題の遂行による、“緊張からの解放状況”条件と“やすらぎ状況”条件での、安堵感の喚起が確認された。生理反応については、イメージ状況に関わらず心拍率は減少した。また、イメージ状況に感情価が含まれている揚合には、皺眉筋部筋電図活動量が増加する可能性が示唆された。呼吸率について、“やすらぎ状況”では減少し、“緊張からの解放状況”では変化せず、“日常的な状況”では増加するという、イメージ状況による相違が示唆された。しかし、全般的に見て、二つの安堵感状況の生理反応に明確な相違は見出されなかった。

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The purpose of this study was to identify the factors of self-regulation and self-efficacy through factor analyses conducted on elementary school children The relationships among these factors were also investigated via multiple regression. The subjects were 1312 (678 boys and 634 girls) Japanese children from the 3rd to 6th grade of elementary school. Factor analysis yielded four factors of self-regulation, labeled Permissiveness, Self-disclosure, Decision-making, and Uniqueness. In addition two factors of self-efficacy were found, labeled as Perceived Self-Efficacy and Judgement of Ability based on prior achievement. Analysis of variance was used to test for differences on each of the six factor scores as a function of Sex, Grade and their Interaction. In addition, Multiple Regression was used to predict each of the four Self-Regulation scores from Sex, Grade, and the two Self-Efficacy Scores. ANOVA results show effects for Grade but not Sex. Multiple Regression showed that the first three Self-Regulation scores were predicted by each of the Self-Efficacy factors. However, the fourth Self Regulation score was only predicted by the Judgment of Ability factor. Finally, the interactions among factors based on multiple regression were discussed.

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