{"title":"Effects of Activation of Possible Selves on Learning Intention: High School Students","authors":"Akira Asayama, R. Koshi","doi":"10.5926/jjep.69.268","DOIUrl":"https://doi.org/10.5926/jjep.69.268","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"299 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":"128617219","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 “Intrusion of Thoughts” on the Formation of Inappropriate Reading Representations:","authors":"H. Masuda, Yoshifumi Kudo","doi":"10.5926/jjep.69.241","DOIUrl":"https://doi.org/10.5926/jjep.69.241","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"5 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":"128260318","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}
After children with autism spectrum disorder ( N ＝116 ; mean age, 9 . 37 years, SD , 2 . 63 ) completed the Japanese version of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the data were analyzed using confirmatory factor analyses to evaluate the goodness of fit and factor construction (factor loadings of subtests) based on the traditional WISC-IV 4 -factor model, and the 5 -factor model derived from the Cattell-Horn-Carroll theory: crystallized ability, fluid reasoning, visual spatial ability, short-term memory, and processing speed. The results indicated that although both models had high goodness of fit, the Cattell-Horn-Carroll model had better fit. With respect to factor construction, matrix reasoning loaded on visual spatial ability, rather than on fluid reasoning. This finding relating to factor construction is different from the results reported in studies done outside of Japan, but is consistent with the results of a previous study conducted on a standardized sample in Japan. Additionally, 5 clusters were extracted from the Cattell-Horn-Carroll model. The autism and Asperger profiles reported in previous studies were also identified in the present research. Furthermore, 2 clusters were identified, which were: (a) a cluster with relatively high scores on short-term memory, and (b) a cluster with relatively high scores on processing speed. Among those clusters, significant differences were found between the scores on visual spatial ability and the scores on fluid reasoning. These results suggest that this version of the Cattell-Horn-Carroll model may provide a more detailed understanding of individual differences among children with autism spectrum disorder than the WISC-IV model does.
{"title":"Cognitive Profiles of Children With Autism Spectrum Disorder on the Japanese Version of WISC-IV:","authors":"Satoshi Okada, Chieko Iiri, Yuko Azumi, Kazuhiro Ohtani","doi":"10.5926/jjep.69.254","DOIUrl":"https://doi.org/10.5926/jjep.69.254","url":null,"abstract":"After children with autism spectrum disorder ( N ＝116 ; mean age, 9 . 37 years, SD , 2 . 63 ) completed the Japanese version of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the data were analyzed using confirmatory factor analyses to evaluate the goodness of fit and factor construction (factor loadings of subtests) based on the traditional WISC-IV 4 -factor model, and the 5 -factor model derived from the Cattell-Horn-Carroll theory: crystallized ability, fluid reasoning, visual spatial ability, short-term memory, and processing speed. The results indicated that although both models had high goodness of fit, the Cattell-Horn-Carroll model had better fit. With respect to factor construction, matrix reasoning loaded on visual spatial ability, rather than on fluid reasoning. This finding relating to factor construction is different from the results reported in studies done outside of Japan, but is consistent with the results of a previous study conducted on a standardized sample in Japan. Additionally, 5 clusters were extracted from the Cattell-Horn-Carroll model. The autism and Asperger profiles reported in previous studies were also identified in the present research. Furthermore, 2 clusters were identified, which were: (a) a cluster with relatively high scores on short-term memory, and (b) a cluster with relatively high scores on processing speed. Among those clusters, significant differences were found between the scores on visual spatial ability and the scores on fluid reasoning. These results suggest that this version of the Cattell-Horn-Carroll model may provide a more detailed understanding of individual differences among children with autism spectrum disorder than the WISC-IV model does.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"75 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":"126934370","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":"Evaluation of the Reliability Coefficient Based on a Confirmatory Factor Analysis With Ordered Category Data:","authors":"Takahiro Onoshima, K. Shiina","doi":"10.5926/jjep.69.281","DOIUrl":"https://doi.org/10.5926/jjep.69.281","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"1 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":"129725212","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 Assumed Characteristics of an Imaginary Audience on Writing","authors":"Ryosuke Onoda","doi":"10.5926/jjep.69.158","DOIUrl":"https://doi.org/10.5926/jjep.69.158","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124737373","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":"Regulatory Focus and Prevention Focus:","authors":"Masato Nagamine, M. Toyama","doi":"10.5926/jjep.69.175","DOIUrl":"https://doi.org/10.5926/jjep.69.175","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115669069","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":"Why Is It Difficult to Achieve Conceptual Change?","authors":"S. Sato, Yoshifumi Kudo","doi":"10.5926/jjep.69.135","DOIUrl":"https://doi.org/10.5926/jjep.69.135","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127220372","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":"Adaptive and Maladaptive Processes in Individuals Who Had Experienced Selective Mutism","authors":"Yuria Toma, M. Toyama","doi":"10.5926/jjep.69.99","DOIUrl":"https://doi.org/10.5926/jjep.69.99","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122588028","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 purposes of the present study were to develop a scale for measuring co-parenting and gatekeeping after divorce (CGD), to examine the reliability and validity of the scale, and to investigate effects of post-divorce parental co-parenting and gatekeeping on children ' s adjustment. The participants ( N ＝432 ) were men and women who had been divorced in the past 9 years. The results indicated that the post-divorce co-parenting and gatekeeping scale had a certain degree of reliability, validity, and configural invariance between custodial parents and non-custodial parents. In addition, a hypothetical model, tested on 166 divorced mothers who were living with their children (ages 2 to 17 years), suggested that conflicting co-parenting was correlated with " total difficulty " on the Strength and Difficulties Questionnaire (SDQ) and cooperative co-parenting; on the other hand, conflicting co-parenting was not correlated directly with scores on the Strength and Difficulties Questionnaire, and facilitative gatekeeping was correlated with " total difficulty " scores on the Strength and Difficulties Questionnaire only for participants in the group that included a high reported level of paternal violence prior to the separation. Implications for co-parenting and parent-child relationships following divorce and psychoeducational programs for parents are discussed.
摘要本研究的目的是编制一份离婚后共同抚养和守门的量表，检验量表的信度和效度，并探讨离婚后父母共同抚养和守门对儿童适应的影响。参与者(N =432)是在过去9年内离婚的男性和女性。结果表明，离婚后共同抚养与守门人量表在有监护权父母与无监护权父母之间具有一定的信度、效度和结构不差异性。此外，对166名与子女(2 ~ 17岁)同住的离异母亲进行了假设模型测试，结果表明，冲突型共同抚养与SDQ (Strength and Difficulties Questionnaire)的“总困难”和合作型共同抚养相关;另一方面，相互冲突的共同抚养与力量与困难问卷的得分没有直接相关，而便利把关与力量与困难问卷的“总困难”得分相关，只有在分离前报告的父亲暴力水平较高的组中才有。本文讨论了离婚对共同养育子女和亲子关系的影响以及父母的心理教育计划。
{"title":"Development of a Scale for Measuring Co-Parenting and Gatekeeping After Divorce and Investigation of Effects of Parental Divorce on Children’s Adjustment","authors":"Yasumitsu Jikihara, Satoko Ando","doi":"10.5926/jjep.69.116","DOIUrl":"https://doi.org/10.5926/jjep.69.116","url":null,"abstract":"The purposes of the present study were to develop a scale for measuring co-parenting and gatekeeping after divorce (CGD), to examine the reliability and validity of the scale, and to investigate effects of post-divorce parental co-parenting and gatekeeping on children ' s adjustment. The participants ( N ＝432 ) were men and women who had been divorced in the past 9 years. The results indicated that the post-divorce co-parenting and gatekeeping scale had a certain degree of reliability, validity, and configural invariance between custodial parents and non-custodial parents. In addition, a hypothetical model, tested on 166 divorced mothers who were living with their children (ages 2 to 17 years), suggested that conflicting co-parenting was correlated with \" total difficulty \" on the Strength and Difficulties Questionnaire (SDQ) and cooperative co-parenting; on the other hand, conflicting co-parenting was not correlated directly with scores on the Strength and Difficulties Questionnaire, and facilitative gatekeeping was correlated with \" total difficulty \" scores on the Strength and Difficulties Questionnaire only for participants in the group that included a high reported level of paternal violence prior to the separation. Implications for co-parenting and parent-child relationships following divorce and psychoeducational programs for parents are discussed.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133423070","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":"Assessment of Students’ Conceptual Understanding of Mathematics:","authors":"Eriko Ota","doi":"10.5926/jjep.69.204","DOIUrl":"https://doi.org/10.5926/jjep.69.204","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126667117","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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