In this research, an hypothesis that affects in learning behavior were composed of the addition of “behavior-related affects” and “result-related affects” was set up, and the hypothesis was examined. In a first study, affects in learning behavior by operating the “behavior-related affects” and the “result-related affects” were measured. In positive affects, the results supported the hypothesis, while they didn t support the hypothesis in negative affects. Moreover, the results showed that the shift from positive affects to negative affects was large in the learning behavior which children liked and the shift was small in the learning behavior disliked by children. In a second study, the teacher's understanding of school age children's affects was examined. The results showed that it was difficult for the teacher to understand children's ambivalent affects and neutral affects. And the results showed that the teacher misunderstood children's negative affects.

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本研究では，中学生の捉えた親の期待に対する認知と外的適応／不適応との関連を検討した。分析1では中学生312名を対象に質問紙調査を実施し（分析対象者225名），外的適応／不適応への関連が予想される3つの期待の認知（期待されていると感じる程度，親の反応予期，期待の受け止め方および期待の受け止め方×親の反応予期の交互作用項）に焦点を当てて，外的適応／不適応との関連を包括的に比較検討した。分析の結果，3つの期待の認知の中で期待の受け止め方が最も説明力が大きく，外的適応／不適応変数を広範に予測できることが示された。分析2では，さらに最も外的適応／不適応への説明力が高かった受け止め方尺度の期待に対する3つの受け止め方を組み合わせて4つのクラスターを作成し，外的適応／不適応との関連を検討した。その結果，反発的感情群の不適応得点が高く，その他の3つのクラスターとの間に有意差がみられた。一方，肯定的感情群は外的適応が最も良好であることが明らかになった。

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　本研究は日本の看護における「個別性のある看護」の概念的意味を明らかにし，展開と実態について考察することを目的に行った．医中誌Webを用いて日本語の「個別性のある看護」に関する30文献を選出しRodgersの概念分析法を用いて分析した．その結果，属性として【指導】【関わり】【支援 ・援助】の3カテゴリー，先行要件として｛患者の状況｝である【日常生活行動】【能力】【感情】，｛状況を生み出している背景｝である【自己認識】【生活】【パーソナリティ】【病歴】【経験 ・ 体験】【家族】，｛現行の看護ケア｝である【看護ケアの場】【実践】【看護姿勢】の計12カテゴリー，帰結として【進歩】【好転】【試み】【悪影響】の4カテゴリーが得られた．以上から「個別性のある看護」は「対象者の状態を望ましい方向へ移行するために，対象の置かれている状況およびその背景を把握し，それをもとに既存の看護を組み合わせる，調節 ・ 変更 ・ 改善することで創造される看護」と定義され，展開には適切な患者把握能力とケアの調整能力が必要であることが示唆された．

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The Achievement Motivation in Physical Education Test (AMPET) has been developed by Nishida (1987) as a measure for assessing achievement motivation for learning in physical education. This study attempted to standardize the AMPET by using a large sample. The AMPET has seven 8-item subscales consisted of "learning strategy," "overcoming obstacle,""diligence and seriousness," "competence of motor ability," "value of learning," "anxiety about stress-causing situations," and "failure anxiety," respectively. It also contains an eight-item lie scale. The subjects were 10,055 elementary, junior high, and senior high school students. They were asked to respond to all items of the AMPET along 5-point Likert-type rating scales. The external criteria or variables for testing validity of the AMPET were as follows: a motor ability test, scores in physical education class, teacher's ratings of behavioral characteristics of pupils, the Motive of Academic Achievement Test, interest in physical activities, enjoyment in physical education class, self-evaluation of motor ability, frequencies of physical activity, physical activity time, participation to athletic club, and athletic levels. Split-half and test-retest reliability estimates of the AMPET were sufficiently high. On the basis of means and standard deviations of the AMPET, evaluative norms were established as 5-point ratings. All of the results concerning many external criteria were successful in validating the AMPET. It was concluded that the newly developed test, the AMPET, was reliable, valid, standardized and useful.

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