Many studies have been done recently on the topic of mind wandering. The importance of distinguishing between intentional mind wandering and unintentional mind wandering has been emphasized. In the present study, Japanese versions of the Mind Wandering: Deliberate (MW-D) and the Mind Wandering: Spontaneous (MW-S) scales (Carriere et al., 2013 ) were developed, and the reliability and validity of the scales were examined. Undergraduates ( N ＝ 357 ) completed the questionnaire. Analysis of the scores confirmed a 2 -factor structure similar to the original English version. Moreover, the reliability and validity of the scales were confirmed using both questionnaire and experimental data from 60 participants. The present study demonstrated that the Japanese versions of the Mind Wandering: Deliberate and the Mind Wandering: Spontaneous scales had acceptable reliability and validity.
最近有很多关于走神的研究。已经强调了区分有意走神和无意走神的重要性。本研究编制了日文版本的《走神:故意》(MW-D)和《走神:自发》(MW-S)量表(Carriere et al.， 2013)，并对其信度和效度进行了检验。大学生(N = 357)完成问卷。对分数的分析证实了与原始英语版本相似的2因素结构。并利用60名被试的问卷和实验数据对量表进行信度和效度验证。本研究表明，日文版本的“走神:故意”和“走神:自发”量表具有可接受的信度和效度。
{"title":"Development of Japanese Versions of the Mind Wandering: Deliberate and Mind Wandering: Spontaneous Scales","authors":"Akina Yamaoka, S. Yukawa","doi":"10.5926/jjep.67.118","DOIUrl":"https://doi.org/10.5926/jjep.67.118","url":null,"abstract":"Many studies have been done recently on the topic of mind wandering. The importance of distinguishing between intentional mind wandering and unintentional mind wandering has been emphasized. In the present study, Japanese versions of the Mind Wandering: Deliberate (MW-D) and the Mind Wandering: Spontaneous (MW-S) scales (Carriere et al., 2013 ) were developed, and the reliability and validity of the scales were examined. Undergraduates ( N ＝ 357 ) completed the questionnaire. Analysis of the scores confirmed a 2 -factor structure similar to the original English version. Moreover, the reliability and validity of the scales were confirmed using both questionnaire and experimental data from 60 participants. The present study demonstrated that the Japanese versions of the Mind Wandering: Deliberate and the Mind Wandering: Spontaneous scales had acceptable reliability and validity.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126180324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Development and Evaluation of a Life-Career Resilience Program for Finding Employment and Stability in the Workplace for People With Disabilities","authors":"Miho Takahashi, Yuhei Suzuki","doi":"10.5926/jjep.67.26","DOIUrl":"https://doi.org/10.5926/jjep.67.26","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114467405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effective Interaction Processes in Cooperative Problem Solving for Facilitating Children’s Deeper Understanding of Mathematical Concepts","authors":"H. Sumida, Toshiaki Mori","doi":"10.5926/jjep.67.40","DOIUrl":"https://doi.org/10.5926/jjep.67.40","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the present study was to clarify moderating effects of classroom climate on the relation between inter-peer-group status and subjective school adjustment. Participants were 7 th to 9 th grade students ( N ＝1 , 417 ), in 46 classrooms in 3 Japanese public schools. The data were obtained from self-reports. The classroom climates measured were (a) natural self-disclosure, and (b) friction between classmates. Status hierarchy was calculated from the standard deviation of inter-peer-group status in each classroom. Multilevel analysis revealed that the 2 types of classroom climate did not moderate relations between inter-peer-group status and the existence of tasks and purposes, but status hierarchy moderated this relationship. A simple slope test showed that, only in strong status hierarchy classrooms, the students in the higher status peer groups tended to report a higher existence of tasks and purposes. The discussion deals with differences between classrooms in terms of inter-peer-group status and subjective school adjustment, and the role of status hierarchies.
{"title":"What Kinds of Classroom Environments Affect Relations Between Inter-Peer-Group Status and Subjective School Adjustment?","authors":"Kumpei Mizuno, M. Hidaka","doi":"10.5926/jjep.67.1","DOIUrl":"https://doi.org/10.5926/jjep.67.1","url":null,"abstract":"The aim of the present study was to clarify moderating effects of classroom climate on the relation between inter-peer-group status and subjective school adjustment. Participants were 7 th to 9 th grade students ( N ＝1 , 417 ), in 46 classrooms in 3 Japanese public schools. The data were obtained from self-reports. The classroom climates measured were (a) natural self-disclosure, and (b) friction between classmates. Status hierarchy was calculated from the standard deviation of inter-peer-group status in each classroom. Multilevel analysis revealed that the 2 types of classroom climate did not moderate relations between inter-peer-group status and the existence of tasks and purposes, but status hierarchy moderated this relationship. A simple slope test showed that, only in strong status hierarchy classrooms, the students in the higher status peer groups tended to report a higher existence of tasks and purposes. The discussion deals with differences between classrooms in terms of inter-peer-group status and subjective school adjustment, and the role of status hierarchies.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"72 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114014053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study examined effects of reading aloud and subvocalization on text comprehension and eye movements, and also effects of type of subvocalization. In Experiment 1 , after 24 undergraduate students read sentences in 4 different experimental conditions: reading aloud, reading silently, reading with subvocalization, and reading without subvocalization, they completed verbatim memory and comprehension tests. The participants had lower scores on the verbatim memory test when they had read without subvocalization, which suggests that subvocalization may contribute to the retention of verbatim memories. The procedure of Experiment 2 was identical to that of Experiment 1 , except that the participants ( 23 undergraduate students) did not complete the verbatim memory test. Their performance on the comprehension test was lower after the condition in which they read without subvocalization than after they read with subvocalization. The analysis of the data revealed 2 types of readers: a full-subvocalization type and a minimal-subvocalization type. The performance of the latter type of readers was not lower when they read without subvocalization; furthermore, they had high performance in the silent reading condition, and their eye movement data indicated that they did more regressions. These results suggest that readers who do minimal subvocalization may move their eyes more freely and do more efficient silent reading.
{"title":"Effects of Reading Aloud and Subvocalization on Text Comprehension and Eye Movements","authors":"Aiko Morita, Maiko Takahashi","doi":"10.5926/jjep.67.12","DOIUrl":"https://doi.org/10.5926/jjep.67.12","url":null,"abstract":"The present study examined effects of reading aloud and subvocalization on text comprehension and eye movements, and also effects of type of subvocalization. In Experiment 1 , after 24 undergraduate students read sentences in 4 different experimental conditions: reading aloud, reading silently, reading with subvocalization, and reading without subvocalization, they completed verbatim memory and comprehension tests. The participants had lower scores on the verbatim memory test when they had read without subvocalization, which suggests that subvocalization may contribute to the retention of verbatim memories. The procedure of Experiment 2 was identical to that of Experiment 1 , except that the participants ( 23 undergraduate students) did not complete the verbatim memory test. Their performance on the comprehension test was lower after the condition in which they read without subvocalization than after they read with subvocalization. The analysis of the data revealed 2 types of readers: a full-subvocalization type and a minimal-subvocalization type. The performance of the latter type of readers was not lower when they read without subvocalization; furthermore, they had high performance in the silent reading condition, and their eye movement data indicated that they did more regressions. These results suggest that readers who do minimal subvocalization may move their eyes more freely and do more efficient silent reading.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114207436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present study, education on emergency responding after disasters was conducted at 2 elementary schools, in order to teach the students how to predict risks and how to respond in crises. The participants, 281 second graders, studied with multimedia teaching materials which included information about possible dangers when an earth-quake occurs in their everyday life, such as on their way to school or while they were sleeping, and ways to protect themselves after disasters. Together with their guardians, they completed homework assignments that considered possible risks when disasters occur when they are on their way to school or in their sleeping area. Because of the young age of the participants, both numerical subjective ratings and free descriptions were evaluated. The results generally confirmed that the children had learned from this experience. The discussion deals with the importance of children learning not only possible dangers relating to disasters, but also ways to protect themselves, and with the importance of learning in cooperation with their guardians.
{"title":"Education on Risk Prediction and Crisis Response After Disasters:","authors":"Junko Toyosawa, Tadahiro Motoyoshi, Hiroki Takehashi, Masayo Noda","doi":"10.5926/jjep.67.54","DOIUrl":"https://doi.org/10.5926/jjep.67.54","url":null,"abstract":"In the present study, education on emergency responding after disasters was conducted at 2 elementary schools, in order to teach the students how to predict risks and how to respond in crises. The participants, 281 second graders, studied with multimedia teaching materials which included information about possible dangers when an earth-quake occurs in their everyday life, such as on their way to school or while they were sleeping, and ways to protect themselves after disasters. Together with their guardians, they completed homework assignments that considered possible risks when disasters occur when they are on their way to school or in their sleeping area. Because of the young age of the participants, both numerical subjective ratings and free descriptions were evaluated. The results generally confirmed that the children had learned from this experience. The discussion deals with the importance of children learning not only possible dangers relating to disasters, but also ways to protect themselves, and with the importance of learning in cooperation with their guardians.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133141714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Group Social Skills Training and Attention Training for Elementary and Middle School Children in High and Low Reward Sensitivity Groups:","authors":"Chihaya Osawa, Rui Hashimoto, H. Shimada","doi":"10.5926/jjep.66.300","DOIUrl":"https://doi.org/10.5926/jjep.66.300","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116453418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Motivation Toward Formation and Maintenance of Relationships With Teachers and Seeking Help From Teachers","authors":"Nakai Daisuke","doi":"10.5926/JJEP.66.263","DOIUrl":"https://doi.org/10.5926/JJEP.66.263","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115404371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Toyama, L. Tang, Masato Nagamine, Ryo Kurozumi, Shuhei Miwa, A. Aikawa
{"title":"Regulatory Focus and Task Performance:","authors":"M. Toyama, L. Tang, Masato Nagamine, Ryo Kurozumi, Shuhei Miwa, A. Aikawa","doi":"10.5926/JJEP.66.287","DOIUrl":"https://doi.org/10.5926/JJEP.66.287","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122888862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Relations Between Effects of Feelings of School Avoidance From Their Internal Working Model and Class Functioning:","authors":"Akiho Sakita, Yasumasa Kosaka","doi":"10.5926/JJEP.66.276","DOIUrl":"https://doi.org/10.5926/JJEP.66.276","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123716092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：