This study examined the effects of arousal on the detection of concealed information on a Concealed Information Test (CIT) in the context of a mock crime. Forty-four undergraduate students were instructed to steal stationery from an office room. The first group's arousal level was increased by a confederate of the examiner who unexpectedly entered the room during the mock crime. The second group's arousal level was raised by destroying a piggy bank with a hammer to extract a piece of paper containing details of stolen items. One week later, participants completed a CIT, and their skin conductance response (SCR), heart rate, and respiratory measures were recorded. As a result, in both the arousal groups, larger amplitudes of SCR were induced, in comparison to the control group, which was not subject to arousal during the mock crime. These findings indicate that emotional arousal might facilitate the detection of concealed information on the CIT.

While impaired attentional disengagement from threatening stimuli is thought to enhance anxiety, there are few studies focusing on this attentional bias in social anxiety. We used the gap task and overlap task to reveal the impaired attentional disengagement from threatening stimuli (angry and disgust faces) in socially anxious undergraduates. High (n=17) and low (n=13) socially anxious participants were asked to fixate on an emotional face (angry, disgust, or happy) or neutral face presented at the center of a screen, and discriminate the peripheral target stimulus. In the gap task, the face switched off and target appeared after the gap period. In the overlap task, the face was still on when the target stimulus appeared. The reaction times for angry faces in high socially anxious participants, compared with in low socially anxious, were longer than those for neutral faces after presentation times of 1000 ms in the overlap task. The results suggest that socially anxious people may have difficulty in disengagement from a socially threatening stimulus, and this occurs in the late part of information processing.

We examined the effects of volunteering experience on volunteer intention for junior high school students and high school students (N = 170) who had involved in short-term volunteer activities in the community. As a result of the factor analysis, the volunteer motivation was classified into three groups including "other-oriented motive", "self-oriented motive" and "required motive" (e.g., the school required their participation). Also, the subjective experience during the volunteering was classified into two groups including the "interpersonal positive experience" (e.g., getting along with other volunteers) and "negative experience" (e.g., not being helpful). The result of pass analysis found that empathic concern in volunteering predicted helping effects on helpers (satisfaction), in which interpersonal positive and negative experiences mediated. However, no effect of personal distress was found. Helping effects on helpers and volunteering intention were predicted by other-oriented motive, and volunteering intention was predicted by self-oriented motive, which were mediated by interpersonal positive experience and helping effects on helpers. Required motive decreased helping effects on helpers, mediated by negative experience.

This study explored the method of improving presentation skills and objective self-evaluation thereof. Training types (instructions & behavioral rehearsals, self-monitoring, and modeling) were used as independent variables, and self-evaluation and third-party evaluation scores as dependent variables. A rubric was used to evaluate the Organization, Language, Delivery, Supporting Material, and Central Message of the presentations. Experiment 1 divided 84 undergraduate students into the Control, Training (instructions & behavioral rehearsals), and Training & Self-monitoring (TS) groups. The two training groups increased scores in all aspects of the presentation. Also, the TS group submitted the scores resembling the third-party scores for Organization, Delivery, and Central Message. Experiment 2 divided 31 undergraduates into the Training & Self-monitoring (TS) and Training, Self-monitoring, & Modeling (TSM) groups. Scores increased for all aspects in both groups. The TSM group's self-evaluation scores resembled the third-party scores for Delivery, Supporting Material, and Central Message. The study showed that training improved presentation skills, and both self-monitoring and modeling allowed objective self-evaluation, though the level of objective self-evaluation varied among the departments. Training content therefore needs to be adjusted for each department.

The purpose of this research is to reveal positive aspects of university students' part-time job activities. We conducted an Internet survey of 1,024 university students and investigated part-time job perspective, self-efficacy of career choice, and career consciousness. We found that part-time workers among university students have higher part-time job perspective, self-efficacy of career choice, and career consciousness than university students who have no part-time work experience. The correlation coefficients between part-time job perspective, self-efficacy of career choice, and career consciousness were also higher for part-time workers among university students than for inexperienced students. In addition, our results indicated that among part-time workers, first-year university students showed higher scores than third-year university students regarding part-time job perspective, self-efficacy of career choice, and career consciousness. However, these correlation coefficients were lower for first-year university students and higher for third-year university students. Part-time job perspective as "one of the means to learn about society" and "enjoying" was positively related to self-efficacy of career choice and career consciousness. These results indicated positive aspects of university students' part-time job activities.

The purpose of this study was to construct the perfectionism scale focused on uncontrollability for elementary and junior high schoolers (PSEJ). The participants were 747 students of public elementary and junior high school. The participants completed five questionnaires that were the original items of PSEJ, fear of failure, conscientiousness, performance-approach orientation, and performance-avoidance orientation. Factor analysis revealed two factors: perfect-oriented tendency (PT) and concern over perfect (CP). Ten items in the final PSEJ had high reliability and given validity.

Communication skills to convey and receive information accurately is essential for medical safety.

In this study, we performed social skill training (SST) program on cognition and behavior for nursing students to receive instructions before clinical practice. Then, we investigated the effect of the SST and application of the skills during the clinical practice. Of 120 sophomore students of X nursing school, 88 who attended the medical safety classes (90 minutes) responded to the survey in January 2015. Their average age was 21.5 years (SD = 1.7). After the SST program, students were required to engage in self-evaluation and peer evaluation, along with a free description of each learning scenario in the program. In addition, we examined practical prediction and application of the students who learned the receiving instruction skills. Acquired skills by this program resulted in less misunderstanding in communication, and also in understanding for importance of incident prediction.

In this study, we examined the relationship between the attitude toward and interest in organ transplantation and decisions about organ donation. A questionnaire survey was administered to 266 students (average age 19.17±1.10 years). Cluster analysis of the organ transplant attitude scale on the three pertaining subscales indicated that there were three types of clusters. Interest in organ transplantation increased in the order of CL 1, CL 2, CL 3, and it was shown that the intention to decisions organ donation increases in the same order.

The present study aimed to examine the prevention of corporal punishment. Subjects were 358 teachers of health and physical education in charge of club activities at school. We conducted a collective survey. The results showed that by adopting the methods of anger management, relaxation training, etc., they were able to control their emotions, such as anger, irritation, etc. It was suggested that relief from mental instability, such as stress, i.e., having a higher "mental capacity", would prevent corporal punishment.

The purpose of this study was to develop a scale for the self-efficacy on arts activities. As a result of data analysis on the 359 university students, two factors, i.e. task factor and situational factor were extracted. Reliability of the derived scale was confirmed by an alpha coefficient (α=.84) and test-retest indices (r=.65), and its validity was proved via the relationship between the scale and other measures which are the achievement motivation and the carrier of participation in arts activities.

Emotional adjustment and its determinants at workplaces of nurses were investigated. A questionnaire was administered to nurses (N=236), inquiring about their commitment, emotional labor, mental health, years of experience, and emotional adjustment to patients, other nurses, doctors, and friends. Emotional adjustment was higher in the order of doctors, patients, and other nurses. Years of experience had a weak negative effect on reassessment of other nurses. Mental health was not correlated with patients, whereas it was correlated with doctors and other nurses. It was indicated emotional adjustment in nurses improved through commitment to continue working and surface acting of emotional labor.