The purpose of this study was to examine the relationship between approach–avoidance commitment and investment model. Participants were 122 undergraduate students involved in romantic relationships. The results indicated that approach commitment was positively associated with satisfaction and investment. On the other hand, avoidance commitment was associated with the interaction term between a) satisfaction and investment and b) satisfaction and quality of alternative. Results of simple slope analysis showed that if satisfaction was low, avoidance commitment was positively associated with investment, and if satisfaction was high, avoidance commitment was positively associated with quality of alternative.
The primary objective of this study was to shed light on Yarigai (objects, feelings) and the reason to live among junior high-school students, and to investigate the relationship between Yarigai using the Meaning in Life Questionnaire (divided into presence and search factors) and life satisfaction. Analysis revealed that Yarigai (objects, feelings) and meaning in life could be divided into certaincategories. Differences in the meaning in life between Yarigai (objects, feelings) were examined. Mean scores of presence were significantly higher for school life compared to games (objects), and for thinking about others compared to the virtual world (feelings).
The purpose of this study was to examine a process model in which children's perceptions of classroom prosocial goal structures were related to cooperative learning through their motivation. Fifth and sixth grade children (N=207) participated in the study. A path analysis revealed that the children's perceptions of classroom prosocial goal structure were related to the identified regulations for cooperative learning, which, in turn, were related to cooperative learning activities. It was suggested that the effects of classroom educational practices regarding social goals could be mediated by children's motivation for cooperative learning.
In this study, we assessed the efficacy of a procedure for cognitive restructuring of abandonment schemas. A two-week intervention was conducted for individuals with borderline personality features. Results showed that the scores for abandonment schemas reduced for participants in the intervention group who were included in the procedure for cognitive restructuring, but not for those in the waiting list. However, no significant differences were observed in scores of borderline personality traits between the two groups. Future studies need to conduct lengthier interventions that enable the generalization of value of cognitive restructuring of abandonment schemas.