青年心理学研究
Online ISSN : 2432-0757
Print ISSN : 0915-3349
最新号
選択された号の論文の6件中1~6を表示しています
追悼記
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  • ――対象切替と自己切替の交互作用に着目する必要性――
    大谷 宗啓, 渡部 雅之, 若松 養亮
    2024 年 36 巻 1 号 p. 5-29
    発行日: 2024/09/30
    公開日: 2024/10/23
    ジャーナル フリー

    This study examined a novel hypothesis regarding the interaction between “changeover objects (friends)” and “changeover selves” within same‒gender friendships, exploring their impact on psychosocial development. It also investigated how the adjustment effects of interpersonal stressors, age groups (university students and adults), and gender influence these dynamics. Eight‒hundred‒three individuals responded to the questionnaire and ninety‒two individuals were randomly selected from each age group and gender. Regression analyses indicated that unbiased use of either changeover objects or selves resulted in higher scores on the psychosocial development subscale compared to biased use. Specifically, scores in industry and generativity affected whether the criterion for developmental problems was exceeded. These associations remained consistent regardless of interpersonal stressors, age groups, and gender. Chi‒squared tests revealed that proportion of the individuals engaging in biased or unbiased use of changeover objects or selves differed by age groups and gender. These results underscore the importance of focusing on the interaction between changeover objects and changeover selves and considering it from a lifespan developmental perspective, rather than focusing on specific developmental themes or stages.

  • 髙坂 康雅
    2024 年 36 巻 1 号 p. 31-44
    発行日: 2024/09/30
    公開日: 2024/10/23
    ジャーナル フリー

    This study examined the stability of school caste status (intergroup and intragroup) and the longitudinal relationship between school caste status and school adjustment. A two‒point survey of high school students was conducted. An analysis of 214 high school students revealed no significant differences in the proportion of students belonging to a group or group‒member composition between grades in which students switched classes and grades and those who did not. The relationship of school caste status at the two‒time points was approximately r = .50 for both intergroup and intragroup statuses, confirming the stability of school caste status regardless of whether students switched classes. Additionally, in‒group status was related to students’ sense of school adjustment in the grades in which they switched classes. However, in the school year without class change, intergroup status was related to the sense of school adjustment at Time 1. Neither intergroup nor intragroup status was related to the sense of school adjustment at Time 2. Thus, the degree of group fixation may be related to whether within‒group or between‒group status is related to the sense of school adjustment.

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