{"title":"Coping Strategies and Stress Responses of Junior High School Students Preparing for High School Entrance Examinations:","authors":"K. Ishizu, Yoshiyuki Shimoda, Tomu Ohtsuki","doi":"10.5926/jjep.70.303","DOIUrl":"https://doi.org/10.5926/jjep.70.303","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"30 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120914473","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}
Contract research on the utilization of school counselors began in 1995 . The present review focuses on trends in academic activities in Japan from 1995 to 2019 that are related to school counseling, systematically reviewing results from that research, focusing on changes in the number of research papers on school counseling published in academic journals and bulletins between 1995 and 2019 , and on the content of the research papers published in academic journals during that time period. The articles were divided into a first group, which was research papers published between 1995 and 2000 , and a second group, research papers published between 2001 and 2019 . The analysis was conducted that way because 2001 was the official beginning of the employment of school counselors in public junior high schools. The results indicated that the number of journal and bulletin articles published after 2001 was significantly more than before that year. However, despite an annual increase in the number of school counselors starting in 2001 , no increasing trend in the number of publications since 2001 was found. A quantitative text analysis of the content of the research papers in academic journals indicated that the studies that were published before 2001 investigated or evaluated the roles and functions of school counselors in schools, whereas the studies published starting in 2001 mainly investigated support for students who were not attending school and characteristics and functions of counseling rooms. The most recent publications have focused on facilitating practical cooperation and collaboration between school counselors and teachers. In the context of the present results, the discussion deals with issues related to future studies of school counseling.
{"title":"Academic Activities Relating to School Counseling in Japan:","authors":"Masaru Arai","doi":"10.5926/jjep.70.313","DOIUrl":"https://doi.org/10.5926/jjep.70.313","url":null,"abstract":"Contract research on the utilization of school counselors began in 1995 . The present review focuses on trends in academic activities in Japan from 1995 to 2019 that are related to school counseling, systematically reviewing results from that research, focusing on changes in the number of research papers on school counseling published in academic journals and bulletins between 1995 and 2019 , and on the content of the research papers published in academic journals during that time period. The articles were divided into a first group, which was research papers published between 1995 and 2000 , and a second group, research papers published between 2001 and 2019 . The analysis was conducted that way because 2001 was the official beginning of the employment of school counselors in public junior high schools. The results indicated that the number of journal and bulletin articles published after 2001 was significantly more than before that year. However, despite an annual increase in the number of school counselors starting in 2001 , no increasing trend in the number of publications since 2001 was found. A quantitative text analysis of the content of the research papers in academic journals indicated that the studies that were published before 2001 investigated or evaluated the roles and functions of school counselors in schools, whereas the studies published starting in 2001 mainly investigated support for students who were not attending school and characteristics and functions of counseling rooms. The most recent publications have focused on facilitating practical cooperation and collaboration between school counselors and teachers. In the context of the present results, the discussion deals with issues related to future studies of school counseling.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121938479","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":"Effects of a Short Structured Expressive Writing Intervention on Test Anxiety and Mathematics Performance:","authors":"Yoshihide Noritake, M. Yuzawa","doi":"10.5926/jjep.70.290","DOIUrl":"https://doi.org/10.5926/jjep.70.290","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"284 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133722650","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}
Shuhei Miwa, Masaki Kera, Rie Matsumoto-Asakura, Yukiko Hamano
.) The present cross-sectional study examined changes in and differentiation of children ' s perceived utility value and interest in subjects in elementary and junior high school. Students attending a cram school ( 4 th graders: 252 boys, 221 girls; 5 th graders: 337 boys, 304 girls; 6 th graders: 429 boys, 381 girls; 7 th graders: 135 boys, 103 girls; 8 th graders: 147 boys, 138 girls; 9 th graders: 213 boys, 179 girls) completed questionnaires. Analysis of their responses revealed that, although the utility value of practice in English increased in the reports of the 7 th-grade students, the reported value of other subjects tended to decrease with increasing grade level. Furthermore, the reported utility value of entrance examinations tended to increase in English and decrease in science and social studies with increasing grade level. Correlations were found in students ' reported interest in subjects that are related, such as mathematics and science; this remained relevant in all grades. However, the correlation between unrelated subjects, such as mathematics and Japanese, weakened with increasing grade level. Although the correlation among the utility values tended to decrease, they remained relevant, but the trend for English differed from the other subjects.
{"title":"Change and Differentiation at Domain Level Motivation in Elementary and Junior High School Students:","authors":"Shuhei Miwa, Masaki Kera, Rie Matsumoto-Asakura, Yukiko Hamano","doi":"10.5926/jjep.70.260","DOIUrl":"https://doi.org/10.5926/jjep.70.260","url":null,"abstract":".) The present cross-sectional study examined changes in and differentiation of children ' s perceived utility value and interest in subjects in elementary and junior high school. Students attending a cram school ( 4 th graders: 252 boys, 221 girls; 5 th graders: 337 boys, 304 girls; 6 th graders: 429 boys, 381 girls; 7 th graders: 135 boys, 103 girls; 8 th graders: 147 boys, 138 girls; 9 th graders: 213 boys, 179 girls) completed questionnaires. Analysis of their responses revealed that, although the utility value of practice in English increased in the reports of the 7 th-grade students, the reported value of other subjects tended to decrease with increasing grade level. Furthermore, the reported utility value of entrance examinations tended to increase in English and decrease in science and social studies with increasing grade level. Correlations were found in students ' reported interest in subjects that are related, such as mathematics and science; this remained relevant in all grades. However, the correlation between unrelated subjects, such as mathematics and Japanese, weakened with increasing grade level. Although the correlation among the utility values tended to decrease, they remained relevant, but the trend for English differed from the other subjects.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117334185","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":"How to Evaluate Students’ Reflections After Mathematical Problem Solving:","authors":"Satomi Shiba","doi":"10.5926/jjep.70.231","DOIUrl":"https://doi.org/10.5926/jjep.70.231","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116045053","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":"An Analysis of Oligopoly and Saturation in Multiple Response Questionnaires Used for Course Evaluations:","authors":"H. Toyoda, Jinghao Ma, K. Ohashi","doi":"10.5926/jjep.70.246","DOIUrl":"https://doi.org/10.5926/jjep.70.246","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131031522","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 conditions contributing to young children ' s " inscriptions " being memory aids. " Inscriptions " refers to all lines produced by children, including scribbles, drawings, and written materials. In Analysis 1 , the relationship between a note-taking task and a note evaluation tasks was examined. The note-taking task was concerned with whether the inscriptions produced by the participating children ( 3 to 7 years old) were useful to them as memory aids; the note evaluation task was concerned with whether the children ' s inscriptions were understandable by others. The results suggested that those inscriptions that were understandable by others were also useful as memory aids for the children. However, some of the inscriptions that were useful to the children as memory aids were not understandable by others. In Analysis 2 , the children ' s utterances when they were producing the inscriptions in the note-taking task were examined. The results suggested that those children who produced inscriptions that were not understandable by others but were useful as a memory aid for the children spoke more about the meaning of the inscriptions while producing them than the other children did. These results suggest that one condition for children ' s inscriptions as memory aids is understandability by others; another is their meaning-making, based on children ' s spontaneous utterances.
{"title":"What Are Conditions for Inscription-Mediated Memory in Early Childhood? Scribbling and Drawing Before Writing","authors":"Keiichiro Ishimoto","doi":"10.5926/jjep.70.276","DOIUrl":"https://doi.org/10.5926/jjep.70.276","url":null,"abstract":"The present study examined conditions contributing to young children ' s \" inscriptions \" being memory aids. \" Inscriptions \" refers to all lines produced by children, including scribbles, drawings, and written materials. In Analysis 1 , the relationship between a note-taking task and a note evaluation tasks was examined. The note-taking task was concerned with whether the inscriptions produced by the participating children ( 3 to 7 years old) were useful to them as memory aids; the note evaluation task was concerned with whether the children ' s inscriptions were understandable by others. The results suggested that those inscriptions that were understandable by others were also useful as memory aids for the children. However, some of the inscriptions that were useful to the children as memory aids were not understandable by others. In Analysis 2 , the children ' s utterances when they were producing the inscriptions in the note-taking task were examined. The results suggested that those children who produced inscriptions that were not understandable by others but were useful as a memory aid for the children spoke more about the meaning of the inscriptions while producing them than the other children did. These results suggest that one condition for children ' s inscriptions as memory aids is understandability by others; another is their meaning-making, based on children ' s spontaneous utterances.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123967149","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":"Co-Parenting and Children’s Psychological Distress and Adjustment After Parental Divorce:","authors":"Yasumitsu Jikihara, Satoko Ando","doi":"10.5926/jjep.70.163","DOIUrl":"https://doi.org/10.5926/jjep.70.163","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125754315","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 whether a normality bias occurs in the context of the spread of COVID-19, and whether perceptions of COVID-19 are associated with behavior that is not self-restrained, anger at people who are infected with COVID-19, stress, and depression. Adults (N = 710) in their twenties to sixties living in Tokyo were sampled using a questionnaire posted on the Internet. The results suggested that normality bias could be observed even in a long-term event such as the COVID-19 pandemic. Analysis of the results also suggested that aspects of the perception of COVID-19, including perceived infectiousness, perceived risk from the outside world, and perceived safety, affected different aspects of individuals' responses, based on aspects of a normality bias. In addition, the results suggested that awareness of methods of preventing infection with COVID-19 and self-restraint predicted behavior that was not self-restrained 2 months later. Future research should examine longer-term effects of normality bias and determinants of normality bias during the spread of COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Is There a Normality Bias in the Spread of COVID-19?","authors":"M. Toyama, Masato Nagamine","doi":"10.5926/jjep.70.178","DOIUrl":"https://doi.org/10.5926/jjep.70.178","url":null,"abstract":"The present study examined whether a normality bias occurs in the context of the spread of COVID-19, and whether perceptions of COVID-19 are associated with behavior that is not self-restrained, anger at people who are infected with COVID-19, stress, and depression. Adults (N = 710) in their twenties to sixties living in Tokyo were sampled using a questionnaire posted on the Internet. The results suggested that normality bias could be observed even in a long-term event such as the COVID-19 pandemic. Analysis of the results also suggested that aspects of the perception of COVID-19, including perceived infectiousness, perceived risk from the outside world, and perceived safety, affected different aspects of individuals' responses, based on aspects of a normality bias. In addition, the results suggested that awareness of methods of preventing infection with COVID-19 and self-restraint predicted behavior that was not self-restrained 2 months later. Future research should examine longer-term effects of normality bias and determinants of normality bias during the spread of COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120974409","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":"Understanding of and Interest in Science:","authors":"Etsuko Tanaka","doi":"10.5926/jjep.70.117","DOIUrl":"https://doi.org/10.5926/jjep.70.117","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127371734","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}
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