{"title":"Conceptualization and Measurement of Beliefs About Effort","authors":"M. Toyama, Masato Nagamine, Akira Asayama","doi":"10.5926/jjep.70.19","DOIUrl":"https://doi.org/10.5926/jjep.70.19","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115948826","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 of a Self-Rating Scale for Measuring Gratitude-Expression Skills","authors":"Tomohiro Sakai, A. Aikawa","doi":"10.5926/jjep.69.339","DOIUrl":"https://doi.org/10.5926/jjep.69.339","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126683488","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, a common examinee design was used to verify the equating error and practical consequences of the chained equating method, from the viewpoint of model misfit. The factors of model misfit that were selected were (a) the non-normality of the ability distribution of common examinees, and (b) differential item functioning (DIF). The independent variables were the change in the ability distribution of the common examinees, the number of equating chains, and the type and degree of differential item functioning. The evaluation criteria were the bias and standard error of the estimated scaled scores and the accuracy of classifying the examinees into 4 categories. A simulation study examined influences of the 3 independent variables. The results indicated the following: (a) 99 % of the variance of the estimated scaled scores was random error, (b) using a DTM (difference that matters) criterion, the 3 factors did not cause a bias that was problematic in practice, (c) the number of chains had the greatest influence on the standard error, so that if the number of chains was 4 or more, a standard error exceeding the DTM criterion was likely to occur, and (d) the accuracy of classifying the examinees into the 4 categories was hardly affected by the 3 factors.
{"title":"Practical Consequences of Chained Equating","authors":"Ikko Kawahashi","doi":"10.5926/jjep.69.353","DOIUrl":"https://doi.org/10.5926/jjep.69.353","url":null,"abstract":"In the present study, a common examinee design was used to verify the equating error and practical consequences of the chained equating method, from the viewpoint of model misfit. The factors of model misfit that were selected were (a) the non-normality of the ability distribution of common examinees, and (b) differential item functioning (DIF). The independent variables were the change in the ability distribution of the common examinees, the number of equating chains, and the type and degree of differential item functioning. The evaluation criteria were the bias and standard error of the estimated scaled scores and the accuracy of classifying the examinees into 4 categories. A simulation study examined influences of the 3 independent variables. The results indicated the following: (a) 99 % of the variance of the estimated scaled scores was random error, (b) using a DTM (difference that matters) criterion, the 3 factors did not cause a bias that was problematic in practice, (c) the number of chains had the greatest influence on the standard error, so that if the number of chains was 4 or more, a standard error exceeding the DTM criterion was likely to occur, and (d) the accuracy of classifying the examinees into the 4 categories was hardly affected by the 3 factors.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115993111","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 of a Children’s Behavioral Inhibition Questionnaire – Japanese Version","authors":"Takahito Takahashi, S. Ishikawa, Shoji Sato","doi":"10.5926/jjep.69.382","DOIUrl":"https://doi.org/10.5926/jjep.69.382","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"122 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116122777","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":"Developmental Differences in English Vocabulary Learning Strategies:","authors":"Nao Uchida","doi":"10.5926/jjep.69.366","DOIUrl":"https://doi.org/10.5926/jjep.69.366","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127058728","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":"Judgments of the Legitimacy of Community Rules, Including Rules Regulating Individual Concerns:","authors":"Y. Kinoshita","doi":"10.5926/jjep.69.396","DOIUrl":"https://doi.org/10.5926/jjep.69.396","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591957","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 explored the response of elementary school students to friends who were expressing negative emotions. Observations in a second-grade classroom (class members: 16 boys, 17 girls) recorded 13 instances in which a student expressed negative emotions during a period of approximately 5 months. The other students ' remarks and the direction of their gaze when a friend expressed negative emotions were then examined in relation to the students ' emotional competence (high or low) and the type of learning activity that they were engaged in at the time (subject or non-subject learning). The analysis revealed that, during non-subject learning, the students in both emotional competence groups made positive comments toward a friend who was expressing negative emotions. However, when engaged in subject learning, the students in the high emotional competence group were unresponsive to their friend. Additionally, when engaged in subject learning, the students, regardless of their emotional competence, tended to criticize positive remarks made to their friend who was expressing negative emotions, because those comments distracted from the learning activity. These findings suggest that students ' response to a friend who is expressing negative emotions differs, depending on the type of learning activity that the students are engaged in.
{"title":"Responses of Elementary School Second Graders to Friends’ Expressions of Negative Emotions During Different Learning Activities","authors":"Y. Ashida","doi":"10.5926/jjep.69.421","DOIUrl":"https://doi.org/10.5926/jjep.69.421","url":null,"abstract":"The present study explored the response of elementary school students to friends who were expressing negative emotions. Observations in a second-grade classroom (class members: 16 boys, 17 girls) recorded 13 instances in which a student expressed negative emotions during a period of approximately 5 months. The other students ' remarks and the direction of their gaze when a friend expressed negative emotions were then examined in relation to the students ' emotional competence (high or low) and the type of learning activity that they were engaged in at the time (subject or non-subject learning). The analysis revealed that, during non-subject learning, the students in both emotional competence groups made positive comments toward a friend who was expressing negative emotions. However, when engaged in subject learning, the students in the high emotional competence group were unresponsive to their friend. Additionally, when engaged in subject learning, the students, regardless of their emotional competence, tended to criticize positive remarks made to their friend who was expressing negative emotions, because those comments distracted from the learning activity. These findings suggest that students ' response to a friend who is expressing negative emotions differs, depending on the type of learning activity that the students are engaged in.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126557536","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}
Koyo Yamamori, Masaru Tokuoka, Y. Hagiwara, Yoshihiro Oouchi, K. Nakamoto, Takamichi Isoda
The present study analyzed elementary school students ' achievement trajectories in social studies between the fourth and fifth grades as a function of class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. The data included the scores on standardized achievement tests that were administered around the beginning of the fourth, fifth, and sixth grades to 1 , 672 students from 50 schools whose class size remained constant in the fourth and fifth grades, forming panel data that also included data on class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. Multilevel analysis with a model postulating 3 levels (pupils, classes, and schools) was performed to ascertain effects of class size, frequency of teachers ' provision of learning goals and feedback about the attainment of learning goals, and the interaction of these measures on students ' achievement scores in, separately, the fourth and fifth grades, and in the two-year period from the fourth through fifth grades, in relation to the students ' prior achievement level. The results indicated that when students who scored at a lower level on the earlier achievement test were placed in smaller classes in both years and were taught by homeroom teachers who frequently provided learning goals and feedback about the attainment of learning goals, they showed greater advancement of achievement on the test taken after the two-year period than did the students in the other conditions.
{"title":"Effects of Class Size and Provision of Learning Goals and Feedback on Students’ Two-Year Achievement Trajectories:","authors":"Koyo Yamamori, Masaru Tokuoka, Y. Hagiwara, Yoshihiro Oouchi, K. Nakamoto, Takamichi Isoda","doi":"10.5926/jjep.69.297","DOIUrl":"https://doi.org/10.5926/jjep.69.297","url":null,"abstract":"The present study analyzed elementary school students ' achievement trajectories in social studies between the fourth and fifth grades as a function of class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. The data included the scores on standardized achievement tests that were administered around the beginning of the fourth, fifth, and sixth grades to 1 , 672 students from 50 schools whose class size remained constant in the fourth and fifth grades, forming panel data that also included data on class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. Multilevel analysis with a model postulating 3 levels (pupils, classes, and schools) was performed to ascertain effects of class size, frequency of teachers ' provision of learning goals and feedback about the attainment of learning goals, and the interaction of these measures on students ' achievement scores in, separately, the fourth and fifth grades, and in the two-year period from the fourth through fifth grades, in relation to the students ' prior achievement level. The results indicated that when students who scored at a lower level on the earlier achievement test were placed in smaller classes in both years and were taught by homeroom teachers who frequently provided learning goals and feedback about the attainment of learning goals, they showed greater advancement of achievement on the test taken after the two-year period than did the students in the other conditions.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114604272","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 an Interdependent Group Contingency Aimed at Encouraging “Tootling” in Regular Elementary School Classes","authors":"Kayo Iwamoto, S. Sonoyama","doi":"10.5926/jjep.69.317","DOIUrl":"https://doi.org/10.5926/jjep.69.317","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124001225","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 Non-First-Person Self-Talk on Self-Regulation:","authors":"Takahiro Shimizu, Masato Nagamine, M. Toyama","doi":"10.5926/jjep.69.229","DOIUrl":"https://doi.org/10.5926/jjep.69.229","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122703326","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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