The experiment in the present study compared individual and combined effects of blocked practice and interleaved practice as learning techniques. University students ( N ＝66 ) participated in 2 learning sessions separated by a week, and then, 1 week later, took a memory-recall test. The students were divided into 4 groups: Group 1 , blocked practice in both sessions; Group 2 , first session, blocked practice; second, interleaved practice; Group 3 , first session, interleaved practice; second, blocked practice; and Group 4 , interleaved practice in both sessions. Significant between-group differences were found in percentage of correct answers on the test, with Group 4 (interleaved practice in both sessions) being the best performers, followed by Groups 2 and 3 , then by Group 1 (blocked practice in both sessions) (Group 4＞2＝3＞1 ). These findings suggest that increasing interleaved practice improved retention. Additionally, the participants were asked to judge their confidence in their test performance, using a multistage rating system. When the relation between confidence judgments and test scores per group was analyzed, the results indicated that the participants were more accurate in their assessment of their performance when they used the learning technique that better enhanced retention.
{"title":"Comparison of Individual and Combined Effects of Blocked and Interleaved Practice:","authors":"T. Onoue, Y. Iguchi","doi":"10.5926/jjep.68.122","DOIUrl":"https://doi.org/10.5926/jjep.68.122","url":null,"abstract":"The experiment in the present study compared individual and combined effects of blocked practice and interleaved practice as learning techniques. University students ( N ＝66 ) participated in 2 learning sessions separated by a week, and then, 1 week later, took a memory-recall test. The students were divided into 4 groups: Group 1 , blocked practice in both sessions; Group 2 , first session, blocked practice; second, interleaved practice; Group 3 , first session, interleaved practice; second, blocked practice; and Group 4 , interleaved practice in both sessions. Significant between-group differences were found in percentage of correct answers on the test, with Group 4 (interleaved practice in both sessions) being the best performers, followed by Groups 2 and 3 , then by Group 1 (blocked practice in both sessions) (Group 4＞2＝3＞1 ). These findings suggest that increasing interleaved practice improved retention. Additionally, the participants were asked to judge their confidence in their test performance, using a multistage rating system. When the relation between confidence judgments and test scores per group was analyzed, the results indicated that the participants were more accurate in their assessment of their performance when they used the learning technique that better enhanced retention.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121762658","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 investigated ways in which a teacher supported individual pupils in his lower elementary school class when the children expressed their emotions. The participants were 33 second-graders ( 16 boys, 17 girls) and their teacher. The relation of the pupils ＇ emotional competence (EC) and academic achievement as assessed by the teacher, and the frequency, strategy, and sequence of support that the teacher provided to each pupil was examined. The results indicated that the teacher gave more support to the pupils with lower emotional competence; he assessed them as being at lower academic achievement levels only when they expressed positive or neutral emotions. When the children expressed negative emotions, the teacher supported the pupils with lower emotional competence more than those with higher emotional competence. When supporting the pupils whom he had rated as having lower emotional competence, his strategies included warnings, interrupting their expression of emotion, and re-explanation of classroom activities more than when he was supporting the pupils he had rated as having higher emotional competence. However, other strategies that he used were not related to his ratings of the pupils ＇ emotional competence or academic achievement. In addition, the teacher ＇ s management of timing and situations in which these strategies were used were examined. The discussion deals with the professionality of emotional support for individual pupils in elementary school classrooms.
{"title":"A Teacher’s Emotional Support for Individual Pupils in His Second Grade Classroom:","authors":"Y. Ashida","doi":"10.5926/jjep.68.202","DOIUrl":"https://doi.org/10.5926/jjep.68.202","url":null,"abstract":"The present study investigated ways in which a teacher supported individual pupils in his lower elementary school class when the children expressed their emotions. The participants were 33 second-graders ( 16 boys, 17 girls) and their teacher. The relation of the pupils ＇ emotional competence (EC) and academic achievement as assessed by the teacher, and the frequency, strategy, and sequence of support that the teacher provided to each pupil was examined. The results indicated that the teacher gave more support to the pupils with lower emotional competence; he assessed them as being at lower academic achievement levels only when they expressed positive or neutral emotions. When the children expressed negative emotions, the teacher supported the pupils with lower emotional competence more than those with higher emotional competence. When supporting the pupils whom he had rated as having lower emotional competence, his strategies included warnings, interrupting their expression of emotion, and re-explanation of classroom activities more than when he was supporting the pupils he had rated as having higher emotional competence. However, other strategies that he used were not related to his ratings of the pupils ＇ emotional competence or academic achievement. In addition, the teacher ＇ s management of timing and situations in which these strategies were used were examined. The discussion deals with the professionality of emotional support for individual pupils in elementary school classrooms.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115097393","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}
Takuya Yoshida, Hiroyuki Yoshizawa, Ryosuke Asano, Ryuichi Tamai, Toshikazu Yoshida
The aim of the present study was to develop the Teamwork Inventory for Community-based School Management (TICSM) and to examine its reliability and validity. The participants in interviews conducted for item collection were individuals who were concerned about elementary and middle schools, including parents, community residents, and teachers. Based on an analysis of the interviews, items were c onstructed for the Teamwork Inventory for Community-based School Management for parents. The parents of elementary and middle school students ( N ＝ 495 ) completed the inventory in a survey conducted on line. Exploratory and confirmatory factor analyses revealed that the scale was comprised of 3 factors: team orientation, team leadership, and team process. Correlations of each factor of the scale with trust in teachers and community residents, and group identity indicated the construct validity of the inventory. How to utilize the scale in education settings was discussed.
{"title":"Development of the Teamwork Inventory for Community-Based School Management:","authors":"Takuya Yoshida, Hiroyuki Yoshizawa, Ryosuke Asano, Ryuichi Tamai, Toshikazu Yoshida","doi":"10.5926/jjep.68.147","DOIUrl":"https://doi.org/10.5926/jjep.68.147","url":null,"abstract":"The aim of the present study was to develop the Teamwork Inventory for Community-based School Management (TICSM) and to examine its reliability and validity. The participants in interviews conducted for item collection were individuals who were concerned about elementary and middle schools, including parents, community residents, and teachers. Based on an analysis of the interviews, items were c onstructed for the Teamwork Inventory for Community-based School Management for parents. The parents of elementary and middle school students ( N ＝ 495 ) completed the inventory in a survey conducted on line. Exploratory and confirmatory factor analyses revealed that the scale was comprised of 3 factors: team orientation, team leadership, and team process. Correlations of each factor of the scale with trust in teachers and community residents, and group identity indicated the construct validity of the inventory. How to utilize the scale in education settings was discussed.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124215871","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 the “Social and Emotional Learning of 8 Abilities at the Nursery School” (SEL-8N) Program on Preschool Children’s Social Behavior","authors":"Yohei Yamada, Reizo Koizumi","doi":"10.5926/jjep.68.216","DOIUrl":"https://doi.org/10.5926/jjep.68.216","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"276 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114484418","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 Financial Efficacy Scale for Adults in Japanese: Validity and Reliability","authors":"T. University","doi":"10.5926/jjep.68.160","DOIUrl":"https://doi.org/10.5926/jjep.68.160","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"442 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131735775","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 a follow-up of a study (Nakamura & Koshikawa, 2014 ; in Japanese) of a 1 -session ( 50 -minute) school-based program for preventing bullying, the present article reports the evaluation of a 2 -session psycho-educational program developed in the framework of social and emotional learning. The participants ( N ＝151 ) from five classes of eighth graders were divided into a treatment group ( N ＝88 , three classes) and a wait-list control group ( N ＝63 , two classes). Sessions were conducted in their school; each session was 50 minutes long. In the first session, the children were taught problem-solving skills designed to protect victims of bullying; in the second, role-playing was used to teach skills necessary for defending victims against bullies. The instructor was a school teacher, i.e., not a clinical psychologist. The results suggested that, after the second session, self-efficacy for stopping bullying increased for both spectators and bystanders; this confirms the results reported by Nakamura & Koshikawa ( 2014 ). At a follow-up 9 days after the second session, the increase in self-efficacy was found to have been maintained. Immediately after the training sessions, the children ＇ s tendency to bully was found to have decreased, and the norms for anti-bullying increased, but neither of those changes was maintained at the time of the 9 -day follow up measurement. Those students with higher social ability showed higher anti-bullying tendencies than those with lower social ability did. The present results suggest that the training done by the teacher had an effect. Methods for preventing bullying were discussed in the context of educational
{"title":"Results of a Social and Emotional Learning Program for Preventing Bullying in Junior High School in Relation to Students’ Level of Social Ability:","authors":"Toshihisa Kimura, Reizo Koizumi","doi":"10.5926/jjep.68.185","DOIUrl":"https://doi.org/10.5926/jjep.68.185","url":null,"abstract":"In a follow-up of a study (Nakamura & Koshikawa, 2014 ; in Japanese) of a 1 -session ( 50 -minute) school-based program for preventing bullying, the present article reports the evaluation of a 2 -session psycho-educational program developed in the framework of social and emotional learning. The participants ( N ＝151 ) from five classes of eighth graders were divided into a treatment group ( N ＝88 , three classes) and a wait-list control group ( N ＝63 , two classes). Sessions were conducted in their school; each session was 50 minutes long. In the first session, the children were taught problem-solving skills designed to protect victims of bullying; in the second, role-playing was used to teach skills necessary for defending victims against bullies. The instructor was a school teacher, i.e., not a clinical psychologist. The results suggested that, after the second session, self-efficacy for stopping bullying increased for both spectators and bystanders; this confirms the results reported by Nakamura & Koshikawa ( 2014 ). At a follow-up 9 days after the second session, the increase in self-efficacy was found to have been maintained. Immediately after the training sessions, the children ＇ s tendency to bully was found to have decreased, and the norms for anti-bullying increased, but neither of those changes was maintained at the time of the 9 -day follow up measurement. Those students with higher social ability showed higher anti-bullying tendencies than those with lower social ability did. The present results suggest that the training done by the teacher had an effect. Methods for preventing bullying were discussed in the context of educational","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127155446","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}
Y. Nakano, M. Sukigara, Naori Shimura, A. Nakagawa, Y. Ono
The present study measured shifts in school-life motivation and subjective feelings of acceptance in students in the first year of junior high school (seventh graders), based on the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents. The program was administered by the students ＇ homeroom teachers in 4 sessions during May and June. In the program, students were taught (a) to categorize daily experiences into situa-tions, emotions, thoughts, and behavior, (b) that emotions are influenced by thoughts, and (c) how to accept and cope with anger. Before and after participation in the program, the students completed the Questionnaire-Utilities (Q-U), a self-administered questionnaire about adaptation to school life. Students ＇ test scores were compared with scores of students from another school in the same region that did not implement the program. The results suggested that the school-life motivation scores of students who had completed the program increased, whereas the scores of students who did not participate in the program decreased. The results for the measures of sources of motivation, and the scores on changes in teacher and classmate relationships were consistent with the total-score results. Evaluation of students ＇ satisfaction showed that the scores on subjective feelings of acceptance of students who had completed the program remained constant, whereas the acceptance scores of students who did not participate in the program decreased. The discussion concluded that completion of this cognitive behavioral therapy program showed potential for maintaining or strengthening school-life motivation in seventh graders.
{"title":"Effects of the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents on the Adaptation of First-Year Students to Junior High School:","authors":"Y. Nakano, M. Sukigara, Naori Shimura, A. Nakagawa, Y. Ono","doi":"10.5926/jjep.68.66","DOIUrl":"https://doi.org/10.5926/jjep.68.66","url":null,"abstract":"The present study measured shifts in school-life motivation and subjective feelings of acceptance in students in the first year of junior high school (seventh graders), based on the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents. The program was administered by the students ＇ homeroom teachers in 4 sessions during May and June. In the program, students were taught (a) to categorize daily experiences into situa-tions, emotions, thoughts, and behavior, (b) that emotions are influenced by thoughts, and (c) how to accept and cope with anger. Before and after participation in the program, the students completed the Questionnaire-Utilities (Q-U), a self-administered questionnaire about adaptation to school life. Students ＇ test scores were compared with scores of students from another school in the same region that did not implement the program. The results suggested that the school-life motivation scores of students who had completed the program increased, whereas the scores of students who did not participate in the program decreased. The results for the measures of sources of motivation, and the scores on changes in teacher and classmate relationships were consistent with the total-score results. Evaluation of students ＇ satisfaction showed that the scores on subjective feelings of acceptance of students who had completed the program remained constant, whereas the acceptance scores of students who did not participate in the program decreased. The discussion concluded that completion of this cognitive behavioral therapy program showed potential for maintaining or strengthening school-life motivation in seventh graders.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250703","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}
Even after having received treatments known to be effective, some released offenders reoffend. One possibility is that they did not have sufficient self-control and self-awareness to enable them to respond well to the treatment. The present review of the published literature on mindfulness meditation aims to identify approaches that have been shown to be effective ways for improving self-control and self-awareness. The articles reviewed were considered in the context of a model containing 3 dimensions that may promote self-control and self awareness: attention control, acceptance, and breathing. The review focused on mind wandering, activation of a central executive network in the brain, and optimization of the brain ＇ s default mode network. On the basis of the review, it was concluded that mindfulness meditation may be a way to improve offenders ＇ self-control and self-awareness, and may also enhance effects of more conventional treatments.
{"title":"Could Mindful Meditation Make Treatment Programs Work Better for Offenders?","authors":"Yuka Oe, Y. Sugiura, Kimiko Kameda","doi":"10.5926/jjep.68.94","DOIUrl":"https://doi.org/10.5926/jjep.68.94","url":null,"abstract":"Even after having received treatments known to be effective, some released offenders reoffend. One possibility is that they did not have sufficient self-control and self-awareness to enable them to respond well to the treatment. The present review of the published literature on mindfulness meditation aims to identify approaches that have been shown to be effective ways for improving self-control and self-awareness. The articles reviewed were considered in the context of a model containing 3 dimensions that may promote self-control and self awareness: attention control, acceptance, and breathing. The review focused on mind wandering, activation of a central executive network in the brain, and optimization of the brain ＇ s default mode network. On the basis of the review, it was concluded that mindfulness meditation may be a way to improve offenders ＇ self-control and self-awareness, and may also enhance effects of more conventional treatments.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128032842","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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