The present study investigated effects of disadvantageous intergroup situations on the self-esteem of university students in Japan and in the United States. Although previous studies have examined effects of disadvantageous group membership on self-esteem, the reports have not been consistent as to whether the effects are positive or negative. The present study examined whether effects of disadvantageous situations on self-esteem differed between students who tended to perceive social inequalities and those who did not. The participants were Japanese students ( 38 men, 21 women; average age 20 . 75 , SD ＝1 . 50 ) at a university in Tokyo, and American students ( 25 men, 31 women; average age 19 . 79 , SD ＝1 . 35 ) at a university in New Jersey. After the participants read a prepared text describing a scenario related to job hunting, they completed a questionnaire. The students in the United States tended to perceive social inequalities. Although disadvantageous situations did not influence the self-esteem of the students in Japan, they negatively influenced the self-esteem of the American students. This tendency did not change when the participants ' data were reanalyzed after being divided into groups based on whether or not the participants had reported that they perceived social inequalities.
{"title":"Effects of Disadvantageous Intergroup Situations on Self-Esteem:","authors":"Takehiko Ito","doi":"10.5926/jjep.69.149","DOIUrl":"https://doi.org/10.5926/jjep.69.149","url":null,"abstract":"The present study investigated effects of disadvantageous intergroup situations on the self-esteem of university students in Japan and in the United States. Although previous studies have examined effects of disadvantageous group membership on self-esteem, the reports have not been consistent as to whether the effects are positive or negative. The present study examined whether effects of disadvantageous situations on self-esteem differed between students who tended to perceive social inequalities and those who did not. The participants were Japanese students ( 38 men, 21 women; average age 20 . 75 , SD ＝1 . 50 ) at a university in Tokyo, and American students ( 25 men, 31 women; average age 19 . 79 , SD ＝1 . 35 ) at a university in New Jersey. After the participants read a prepared text describing a scenario related to job hunting, they completed a questionnaire. The students in the United States tended to perceive social inequalities. Although disadvantageous situations did not influence the self-esteem of the students in Japan, they negatively influenced the self-esteem of the American students. This tendency did not change when the participants ' data were reanalyzed after being divided into groups based on whether or not the participants had reported that they perceived social inequalities.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"375 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":"124685339","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":"A Longitudinal Examination of Changes in Students’ Enjoyment of School and Influences of Teachers and Parents During the Primary-Secondary School Transition:","authors":"Yuejiang Hou, Masayoshi Ota, Hiromichi Kato","doi":"10.5926/JJEP.68.360","DOIUrl":"https://doi.org/10.5926/JJEP.68.360","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129736859","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 Learning by Teaching Other Students Effective?","authors":"Keiichi Kobayashi","doi":"10.5926/JJEP.68.401","DOIUrl":"https://doi.org/10.5926/JJEP.68.401","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"05 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129797824","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 the processes and effects of teachers ' praise on their students ' enjoyment of school and teachers ' engagement in their work. The research was done with 4 teachers ( 2 men, 2 women) at 1 junior high school. The duration of baseline differed across teachers. The intervention at the end of the baseline period consisted of a lecture given to the teachers regarding the nature of praise and how to deliver praise to their students, plus training in self-recording. After that, the teachers recorded the praise that they gave to their students during 1 class period daily for 4 weeks. The teachers completed questionnaires once a week from the beginning of the baseline period to the end of the intervention. In addition, each teacher participated in a 30 -minute semi-structured interview. Their students ( N ＝267 : 96 in 7 th grade, 111 in 8 th grade, and 60 in 9 th grade) completed questionnaires at the beginning and end of the intervention period. The results suggested that the students ' enjoyment of school increased in classes in which teachers ' use of praise increased. Analysis of the data from the teachers suggested that their work engagement increased with an increase in their use of praise. Experiencing the effects of using praise was directly related to teachers ' increased work engagement and to changes in the teachers ' perception of their students. The teachers ' praise for the students appeared to contribute to increased adjustment to school for both the students and the teachers. The discussion deals with the importance of interaction and correspondence between the teachers ' praise and the students ' experience of being praised.
{"title":"Increasing Teachers’ Praise for Their Students Increases Students’ Enjoyment of School and Teachers’ Work Engagement","authors":"Yuya Iijima, Tatsuto Yamada, T. Katsuragawa","doi":"10.5926/JJEP.68.388","DOIUrl":"https://doi.org/10.5926/JJEP.68.388","url":null,"abstract":"The present study examined the processes and effects of teachers ' praise on their students ' enjoyment of school and teachers ' engagement in their work. The research was done with 4 teachers ( 2 men, 2 women) at 1 junior high school. The duration of baseline differed across teachers. The intervention at the end of the baseline period consisted of a lecture given to the teachers regarding the nature of praise and how to deliver praise to their students, plus training in self-recording. After that, the teachers recorded the praise that they gave to their students during 1 class period daily for 4 weeks. The teachers completed questionnaires once a week from the beginning of the baseline period to the end of the intervention. In addition, each teacher participated in a 30 -minute semi-structured interview. Their students ( N ＝267 : 96 in 7 th grade, 111 in 8 th grade, and 60 in 9 th grade) completed questionnaires at the beginning and end of the intervention period. The results suggested that the students ' enjoyment of school increased in classes in which teachers ' use of praise increased. Analysis of the data from the teachers suggested that their work engagement increased with an increase in their use of praise. Experiencing the effects of using praise was directly related to teachers ' increased work engagement and to changes in the teachers ' perception of their students. The teachers ' praise for the students appeared to contribute to increased adjustment to school for both the students and the teachers. The discussion deals with the importance of interaction and correspondence between the teachers ' praise and the students ' experience of being praised.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124534058","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 reliability and validity of the Japanese version developed by the present authors of the Parental Gatekeeping Scale (Puhlman & Pasley, 2017 ) was examined. Mothers ( N ＝685 ) of children attending public and private pre-schools and kindergartens in Ibaraki Prefecture completed the Parental Gatekeeping Scale and other instruments that were used to evaluate the validity of the scale, including a marital satisfaction scale, a scale measuring fathers ' involvement with and interest in child-rearing, and a scale on which each mother rated her children ' s attitudes toward their father. Useable responses were obtained from 313 of the mothers ( 45 . 7％ ). Exploratory factor analyses of the responses revealed 3 factors: " encouragement " , " control " , and " discouragement " . Cronbach ' s α for each factor demonstrated that the Japanese scale had appropriate internal consistency. The examination of the validity of the scale indicated that " encouragement " was correlated positively with the mothers ' reports of their marital satisfaction, the father ' s involvement with their children, and their children ' s attitudes toward their father. " Control " was correlated positively with the mothers ' reports of the father ' s involvement with their children and their children ' s attitudes toward their father. On the other hand, " discouragement " was correlated negatively with the mothers ' reports of their marital satisfaction, the father ' s involvement with their children, and their children ' s attitudes toward their father. These results demonstrate the concurrent validity of the Japanese version of the Parental Gatekeeping Scale.
{"title":"Examination of the Reliability and Validity of the Japanese Version of the Parental Gatekeeping Scale","authors":"Kaede Kaneko, Yoshikazu Hamaguchi","doi":"10.5926/JJEP.68.339","DOIUrl":"https://doi.org/10.5926/JJEP.68.339","url":null,"abstract":"The reliability and validity of the Japanese version developed by the present authors of the Parental Gatekeeping Scale (Puhlman & Pasley, 2017 ) was examined. Mothers ( N ＝685 ) of children attending public and private pre-schools and kindergartens in Ibaraki Prefecture completed the Parental Gatekeeping Scale and other instruments that were used to evaluate the validity of the scale, including a marital satisfaction scale, a scale measuring fathers ' involvement with and interest in child-rearing, and a scale on which each mother rated her children ' s attitudes toward their father. Useable responses were obtained from 313 of the mothers ( 45 . 7％ ). Exploratory factor analyses of the responses revealed 3 factors: \" encouragement \" , \" control \" , and \" discouragement \" . Cronbach ' s α for each factor demonstrated that the Japanese scale had appropriate internal consistency. The examination of the validity of the scale indicated that \" encouragement \" was correlated positively with the mothers ' reports of their marital satisfaction, the father ' s involvement with their children, and their children ' s attitudes toward their father. \" Control \" was correlated positively with the mothers ' reports of the father ' s involvement with their children and their children ' s attitudes toward their father. On the other hand, \" discouragement \" was correlated negatively with the mothers ' reports of their marital satisfaction, the father ' s involvement with their children, and their children ' s attitudes toward their father. These results demonstrate the concurrent validity of the Japanese version of the Parental Gatekeeping Scale.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130275733","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 focused on students seeking academic help from their teachers, examining characteristics of students who assumed competence based on their undervaluing of others, and investigated how students ' assumed competence affected their seeking academic help from their teachers. Although previous studies reported that the greater was students ' tendency to undervalue others, the more likely they were to criticize their teachers ' methods, no association has been reported between assumed competence and seeking academic help from teachers. The present study hypothesized that other factors such as rejection sensitivity and loneliness might be modulating the relation between students ' assumed competence and their seeking academic help from their teachers. The partici-pants in the study, 173 high school students, completed the following scales: Assumed Competence, Academic Help-Seeking, Interpersonal Sensitivity, and Interpersonal Alienation. The results suggested that the students with high scores on assumed competence and rejection sensitivity were characterized by avoidance of academic help-seeking, whereas the students with low rejection sensitivity scores reported seeking help from their teachers. Feelings of loneliness modulated the relationship between assumed competence and academic help-seeking. It is possible that feelings of loneliness lead to seeking academic help from teachers, instead of other communication.
{"title":"Effects of Assumed Competence Based on Undervaluing Others on Students’ Seeking Academic Help From Their Teachers:","authors":"Miki Adachi","doi":"10.5926/JJEP.68.351","DOIUrl":"https://doi.org/10.5926/JJEP.68.351","url":null,"abstract":"The present study focused on students seeking academic help from their teachers, examining characteristics of students who assumed competence based on their undervaluing of others, and investigated how students ' assumed competence affected their seeking academic help from their teachers. Although previous studies reported that the greater was students ' tendency to undervalue others, the more likely they were to criticize their teachers ' methods, no association has been reported between assumed competence and seeking academic help from teachers. The present study hypothesized that other factors such as rejection sensitivity and loneliness might be modulating the relation between students ' assumed competence and their seeking academic help from their teachers. The partici-pants in the study, 173 high school students, completed the following scales: Assumed Competence, Academic Help-Seeking, Interpersonal Sensitivity, and Interpersonal Alienation. The results suggested that the students with high scores on assumed competence and rejection sensitivity were characterized by avoidance of academic help-seeking, whereas the students with low rejection sensitivity scores reported seeking help from their teachers. Feelings of loneliness modulated the relationship between assumed competence and academic help-seeking. It is possible that feelings of loneliness lead to seeking academic help from teachers, instead of other communication.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128421425","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 purpose of the present study was to examine relationships among children ' s depressive symptoms, cognitions related to depression, and gratitude disposition. The participants, 598 pupils in the 4 th to 6 th grades at 3 schools, completed a questionnaire twice, with an approximately 5 -month test-retest interval. The questionnaire included items about interpersonal gratitude, depressive schema, and depressive symptoms. Cross-lagged and multi-group analysis with structural equation modeling revealed that, for the 4 th graders, gratitude disposition had stronger relationships with depression than with depressive schema. On the other hand, depressive schema predicted 6 th graders ' subsequent depressive symptoms more than gratitude. The analysis also revealed that it was depressive symptoms that increased subsequent depressive schema. Possible mechanisms of the development of depressive symptoms in childhood were discussed.
{"title":"Relationships Between Gratitude Disposition and Depression in Children","authors":"T. Fujiwara, T. Murakami","doi":"10.5926/JJEP.68.311","DOIUrl":"https://doi.org/10.5926/JJEP.68.311","url":null,"abstract":"The purpose of the present study was to examine relationships among children ' s depressive symptoms, cognitions related to depression, and gratitude disposition. The participants, 598 pupils in the 4 th to 6 th grades at 3 schools, completed a questionnaire twice, with an approximately 5 -month test-retest interval. The questionnaire included items about interpersonal gratitude, depressive schema, and depressive symptoms. Cross-lagged and multi-group analysis with structural equation modeling revealed that, for the 4 th graders, gratitude disposition had stronger relationships with depression than with depressive schema. On the other hand, depressive schema predicted 6 th graders ' subsequent depressive symptoms more than gratitude. The analysis also revealed that it was depressive symptoms that increased subsequent depressive schema. Possible mechanisms of the development of depressive symptoms in childhood were discussed.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128381015","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":"Relationship Between an Attention-Deficit/Hyperactivity Disorder (ADHD) Tendency and Anxiety/Depression: A Longitudinal Study of Early Adolescents","authors":"A. Saito, S. Matsumoto, M. Sugawara","doi":"10.5926/jjep.68.237","DOIUrl":"https://doi.org/10.5926/jjep.68.237","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127342255","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 conduct a longitudinal study of the relation between young children ' s self-regulation of their negative emotions and their caregivers ' reports of how they cope with these emotions, and to explore the process through which young children ' s internalizing and externalizing behavior emerges. The children were tested when they were 3-4 , 4-5 , and 5-6 years old with drawing boards that portrayed possible experi-ences that children might have during negative emotional events. Of the original group of children, 47 boys and 44 girls completed the tests on all 3 occasions. In addition, their caregivers (final N ＝85 ) completed the Coping with Children ' s Negative Emotion Scale and the Child Behavior Checklist 3 times each. The results suggested that the caregivers ' punitive and minimizing reactions did not have a significant effect on their children ' s regulation of negative emotions, but did interact significantly with their children ' s externalizing and internalizing problem behavior when the children were 3-4 years old. Furthermore, the 3 - to 4 -year-old children ' s regulation of negative emotions appeared to inhibit the development of externalizing problem behavior. This may have been a result of the young children ' s development of conceptual thinking pertaining to negative emotions.
{"title":"Relationship of Young Children’s Regulation of Negative Emotions, Their Caregivers’ Coping With the Children’s Negative Emotions, and the Development of the Children’s Externalizing and Internalizing Problem Behavior:","authors":"N. Kashima","doi":"10.5926/jjep.68.266","DOIUrl":"https://doi.org/10.5926/jjep.68.266","url":null,"abstract":"The purposes of the present study were to conduct a longitudinal study of the relation between young children ' s self-regulation of their negative emotions and their caregivers ' reports of how they cope with these emotions, and to explore the process through which young children ' s internalizing and externalizing behavior emerges. The children were tested when they were 3-4 , 4-5 , and 5-6 years old with drawing boards that portrayed possible experi-ences that children might have during negative emotional events. Of the original group of children, 47 boys and 44 girls completed the tests on all 3 occasions. In addition, their caregivers (final N ＝85 ) completed the Coping with Children ' s Negative Emotion Scale and the Child Behavior Checklist 3 times each. The results suggested that the caregivers ' punitive and minimizing reactions did not have a significant effect on their children ' s regulation of negative emotions, but did interact significantly with their children ' s externalizing and internalizing problem behavior when the children were 3-4 years old. Furthermore, the 3 - to 4 -year-old children ' s regulation of negative emotions appeared to inhibit the development of externalizing problem behavior. This may have been a result of the young children ' s development of conceptual thinking pertaining to negative emotions.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122446028","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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