This series of studies initially aimed to develop a scale to measure the motivation, based on the self-determination theory, of rural farmers in Madagascar toward an agricultural training program. Considering the low rate of literacy, the Likert scales were designed to be administered orally. However, there were several unforeseen challenges in psychological measurement that hindered the development of the scales. Despite several revisions, responses to the questions lacked sufficient variance for the first four studies. The scale produced in the fifth study attained marginally satisfactory variance and internal consistency. The final version of the scale asked questions in the second person and measured the respondents’ frequency of thoughts, instead of their degree of agreement with a first-person statement as is common in many scales. The possible reasons behind the lack of variance when answering in degrees are discussed. The challenges involved in the quantitative psychological measurement of impoverished populations, as well as considerations for future research in poverty contexts are also discussed.

This study investigated individual differences in responses to the new Schadenfreude Scale, which was named the Japanese Version of the Trait Schadenfreude Scale (J-TSS). In Study 1, the 54 items of the original scale were translated into Japanese, and a survey was conducted with Japanese undergraduates (n=301). The items for the Japanese scale were extracted by item analysis and the content validity of the items was re-examined. Factor analysis indicated that the new J-TSS consists of two factors. The reliability of the J-TSS was confirmed, and each subscale was developed. In Study 2, a test battery consisting of the J-TSS and another scale was administered to two samples of university students (n=183 and 184). The results of Study 2 corroborated the previous study. However, the precise validity of the scale was not established due to the procedure for examining the accurate expression of items in Japan. The future possibilities of J-TSS are discussed.

This study examined the relation between prosocial behavior differentiated by target (toward family, friends, and strangers) and prosocial motivation (autonomous and controlled). Considering how prosocial motivation activates prosocial behavior might be useful for understanding early adolescent human relationships. The data were collected through an online questionnaire and included 1998 participants aged 10–15 years (mean age=11.18, standard deviation=1.47). To elucidate the differences in prosocial motivation between the targets of prosocial behavior, variable-centered and person-oriented approaches were employed. Analyses empirically showed that prosocial behaviors toward family and friends were connected to autonomous prosocial motivation, whereas behaviors toward strangers were correlated with both autonomous and controlled prosocial motivation. This article is expected to serve as a basis for future research to reveal the developmental changes in the relation between prosocial behavior and motivation in the relational approach framework.

This study is aimed at deepening the understanding about youths preoccupied with their appearance. The study evaluates the association between the tendency of Body Dysmorphic Disorder (BDD) and mentalizing capacity. Self-report questionnaires and the Reading the Mind in the Eyes Test (RMET) were administered to 689 university students. A closer analysis of the data showed that self-recognition of mentalizing showed a weak correlation to the tendency of BDD. In addition, self-recognition of other-oriented mentalizing was positively correlated with the tendency of BDD, but self-recognition of self-oriented mentalizing showed a negative correlation with the tendency of BDD. In contrast, the accuracy of externally focused, other-oriented, explicit mentalizing measured by RMET did not show any correlation with the tendency of BDD. From the findings of this study, I discuss the possibility that youths preoccupied with their appearance tend to evaluate themselves as having a high capacity to mentalize about others and a low capacity to mentalize about themselves.

The present study aimed to develop a Regulatory Focus Scale for Children based on the Regulatory Focus Questionnaire (RFQ) and Promotion/Prevention Focus Scale (PPFS) and to determine the characteristics and structure of the scale. Elementary and junior high school students (N = 699) completed the questionnaire. Factor analysis indicated that regulatory focus comprises two factors, promotion focus and prevention focus. Examination of the relationships between promotion focus and prevention focus and with the Behavioral Inhibition System (BIS), Behavioral Activation System (BAS), performance approach goal, and performance avoidance goal supports the study hypothesis. We conclude that the Regulatory Focus Scale for Children is a reliable and valid instrument that successfully applies regulatory focus theory.

The purpose of this study was to examine the effects of the presence of familiar role models on students’ behavior related to English learning and academic performance in English, emphasizing the regulatory focus. It was expected that the presence of a positive familiar role model would increase motivation and performance of the promotion focus, while the presence of a negative familiar role model would increase motivation and performance of the prevention focus. The results indicated that the presence of a familiar role model increased the performance of the promotion focus. However, there was no increase in their motivation.

This study aimed to develop the Japanese version of the parent report of the School Liking and Avoidance Questionnaire (SLAQ) and investigate its reliability and validity. Factor analysis revealed two structures similar to the original scale, with higher internal consistency. Significant relationships were found in the revised edition between enjoyment of school lives and school refusal to a similar degree as in a previous study. In conclusion, the results indicated the validity and reliability of the Japanese version of the parent report of the SLAQ.

This study examined the relationships between three aspects of intentional status (must, will, and wish) and the characteristics of delayed intentions. Four hundred and fifty adults were asked to report a delayed intention and respond to questions regarding the three abovementioned aspects of intentional status and the characteristics of the delayed intention. Results from multiple regression analyses showed that the intensity of “must” was the sole variable predicted by importance for others. The intensities of “must” and “will” were predicted by realizability, whereas the intensity of “wish” was not. These results indicate the differences among the three aspects of the intentional status.

The current study aims to clarify the mediation effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. Four hundred thirty-nine Japanese public middle school students had participated in this survey and completed self-report questionnaires. The results revealed that inter-group status, classroom adjustment, and school adjustment are related to each other positively. From a mediation analysis, we have established that there is a significant indirect effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. The discussion of this study dealt with the process of understanding the reason for the higher peer group status being more adjusted at schools.

The present study aimed to examine the relationship between students’ motivation for forming romantic relationships and behaviors predicted in romantic conflict among adolescents. Undergraduates (N=185) who were currently in romantic relationships completed a questionnaire. The results were as follows. First, “intrinsic regulation” was related to “conversation-oriented.” Second, “identified regulation” was related to “break-up-oriented,” “silence-oriented,” and “rival-oriented.” Third, “internalized regulation” was related to “aggression-oriented” and “rival-oriented.” The results suggested that the motivation for forming romantic relationships and moderate behaviors shown in conflict situations were due to the of lack of commitment of the romantic partner.