The Japanese Journal of Personality
Online ISSN : 1349-6174
Print ISSN : 1348-8406
ISSN-L : 1348-8406
Volume 25 , Issue 3
Showing 1-10 articles out of 10 articles from the selected issue
Editorial
Articles
  • Kohei Tazuke
    2016 Volume 25 Issue 3 Pages 191-205
    Published: March 01, 2016
    Released: January 07, 2017
    JOURNALS FREE ACCESS

    The relation between adult attachment styles and conscious parental images has received little study, although attachment theory is based on parent–child relationships. The present exploratory study examines the relation between attachment styles and the components and structures of the parental image. A modified version of The Twenty Statement Test and the Japanese version of the Relationship Questionnaire were used as the measures of parental image and attachment styles respectively. Data from 283 graduate and undergraduate students were analyzed by text mining. The results indicated that individuals with secure attachment styles tended to have social and positive parental images. Individuals with dismissive-avoidant attachment styles tended to have parental images from the relationship with themselves. Individuals with anxious-preoccupied and fearful-avoidant attachment styles tended to have parental images from the good relationship with themselves and a negative parental image, and both parental images were similar. The parental images associated with each attachment style are discussed.

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  • Masako Kadota, Masaharu Terasaki, Yoichi Okutomi, Yuko Takei, Itsuko T ...
    2016 Volume 25 Issue 3 Pages 206-217
    Published: March 01, 2016
    Released: January 07, 2017
    JOURNALS FREE ACCESS

    The purpose of this study was to a) investigate the relationship between toddlers' temperaments and play and b) discuss the possibility that frequency of play related to the toddlers temperament influences child-rearing anxiety or satisfaction, through the child-rearers' self-evaluation of the way they coped with their children's play. Results showed that negative affect reactions, extroversion, or distractibility were related to play involving interaction with the adult, and high frequency of this play decreased child-rearing anxiety or improved child-rearing satisfaction. On the other hand, sensitivity was inversely proportional to sensory motor play; therefore, this play did not correspond to sensitivity. However, high frequency of sensory motor play improved child-rearing satisfaction. Neither adaptability nor rhythmicity influenced child-rearing anxiety or satisfaction according to the child-rearers' self-evaluation.

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  • Hiroko Kamide, Kazuki Takashima, Tatsuo Arai
    2016 Volume 25 Issue 3 Pages 218-225
    Published: March 01, 2016
    Released: January 07, 2017
    JOURNALS FREE ACCESS

    This study aimed to develop the Japanese version of psychological scales to evaluate anthropomorphism. This process revealed factors related to subjective anthropomorphism in Japan. Previously Western studies have used two different scales: a scale of agency/experience and a scale of uniquely human/human nature. We translated them for this study. Participants were 1,200 people from Japan who rated six robots and two humans on the two scales. Results showed that the scales had similar factor structures to those revealed in Western studies, which were divided into positive and negative factors. It was suggested that the Japanese population evaluates positive and negative anthropomorphic features differently. The reliability of the scales was satisfactory. Further, we discussed the effect of cultural background and usability of these scales.

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  • Masaki Kera, Ryo Ishii, Ryuichi Tamai
    2016 Volume 25 Issue 3 Pages 226-239
    Published: March 01, 2016
    Released: January 07, 2017
    JOURNALS FREE ACCESS

    This study examined patterns of study approach motive (i.e., utility value) and study avoidance motive (i.e., distress about learning) based on Conley's (2012) framework. We conducted a secondary analysis of a social survey. Participants were 1,723 junior high school students who completed an achievement test and questionnaires about utility value, distress about learning, interest, learning behavior, and health status indicators. Cluster analysis suggested three patterns: (a) in the high motivation cluster, students reported high utility value and low distress about learning; (b) in the low motivation cluster, students reported low utility value and high distress about learning; and (c) in the motivational conflict cluster, students reported high levels of both. One-way ANOVA revealed that the high motivation cluster reported the highest scores for interest, learning behavior, health indicators, and the achievement test. Learning behavior, health indicators, and test scores did not differ significantly between the other two groups. The implications of motivational intervention for students' learning are discussed.

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