{"title":"Retraction: Promoting Students’ Metacognition in Elementary School Mathematics Classes:","authors":"Iwao Yoshino, S. Shimanuki","doi":"10.5926/jjep.67.343","DOIUrl":"https://doi.org/10.5926/jjep.67.343","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"367 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116323483","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":"Team Captains’ Leadership Moderates Autonomous Motivation and Adjustment of Team Members to Athletic Clubs’ Activities","authors":"M. Toyama, Li Tang","doi":"10.5926/jjep.67.175","DOIUrl":"https://doi.org/10.5926/jjep.67.175","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125505873","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 research explored experiences of Japanese mothers married to non-Asian fathers, during selection of an elementary school for their children and the mothers ＇ adaptation to that school, focusing on differences between those who chose public and those who chose international schools. Both groups of mothers reported experiencing issues regarding bilingual education, having mixed feelings toward the education that their children were receiving, and experiencing conflicts with their husbands, and that they had adopted strategies that they believed would best support their children. Those mothers who had chosen an international school reported more ambivalent feelings toward their children ＇ s education than did the mothers who had chosen a public school. The findings suggested that children ＇ s enrollment in elementary school could impact parents ＇ cultural identity by incorporating the parents into multi-layered cultural domains and could also incite tensions between marital partners. It was suggested that teachers and other experts should not impose traditional standards upon intercultural families; instead, they should try to foster closer communication with both parents and children in order to understand the range of issues and resources that these families have. Training about unique issues related to bilingual education and the inner ambivalence of many parents in intercultural marriages may be helpful for experts.
{"title":"Cultural Identity Disequilibrium Experienced by Intercultural Parents During Their Children’s Elementary School Selection and Adaptation:","authors":"Makiko Kuramoto","doi":"10.5926/jjep.67.203","DOIUrl":"https://doi.org/10.5926/jjep.67.203","url":null,"abstract":"The present research explored experiences of Japanese mothers married to non-Asian fathers, during selection of an elementary school for their children and the mothers ＇ adaptation to that school, focusing on differences between those who chose public and those who chose international schools. Both groups of mothers reported experiencing issues regarding bilingual education, having mixed feelings toward the education that their children were receiving, and experiencing conflicts with their husbands, and that they had adopted strategies that they believed would best support their children. Those mothers who had chosen an international school reported more ambivalent feelings toward their children ＇ s education than did the mothers who had chosen a public school. The findings suggested that children ＇ s enrollment in elementary school could impact parents ＇ cultural identity by incorporating the parents into multi-layered cultural domains and could also incite tensions between marital partners. It was suggested that teachers and other experts should not impose traditional standards upon intercultural families; instead, they should try to foster closer communication with both parents and children in order to understand the range of issues and resources that these families have. Training about unique issues related to bilingual education and the inner ambivalence of many parents in intercultural marriages may be helpful for experts.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127428965","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 Nostalgia on Time Attitudes:","authors":"Masato Nagamine, M. Toyama","doi":"10.5926/jjep.67.190","DOIUrl":"https://doi.org/10.5926/jjep.67.190","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131366713","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}
Masato Nagamine, M. Toyama, Li Tang, Shuhei Miwa, Yuzhi Xiao, A. Aikawa
{"title":"Regulatory Focus and Rivalry:","authors":"Masato Nagamine, M. Toyama, Li Tang, Shuhei Miwa, Yuzhi Xiao, A. Aikawa","doi":"10.5926/jjep.67.162","DOIUrl":"https://doi.org/10.5926/jjep.67.162","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130882476","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}
Kie Sugimoto, H. Endo, Junko Iida, I. Aoyama, Daisuke Nakai
The purposes of the present study were to develop a scale to measure parental cognition of the trustworthiness of teachers, and to examine related factors. Purpose 1 : In order to develop the scale, 34 items were chosen, based on a pilot study, and the resulting questionnaire was completed by 516 parents of elementary and junior high school students. A factor analysis yielded 4 factors: ＂ role executing competence ＂ , ＂ disciplinary guidance ＂ , ＂ guidance according to individual children ＇ s needs ＂ , and ＂ favorable regard by the child ＂ . Using the results of that analysis, the Parental Cognition of Trustworthiness of Teachers Scale was developed with those 4 factors and higher construct. Purpose 2 : An investigation of related factors that might predict parental trust of teachers revealed that the parents ＇ level of satisfaction with how the school dealt with trouble among the children was significant. In addition, when scores on the Parental Cognition of Trustworthiness of Teachers Scale and on the measure of the parents ＇ level of satisfaction with how the school dealt with trouble among the children were both low, the parents were more likely to report feeling anxious about asking teachers for help. These findings suggest that parental cognition of the trustworthiness of teachers may be an important element in successful collaboration between parents and teachers.
{"title":"Parental Cognition of the Trustworthiness of Teachers and Related Factors","authors":"Kie Sugimoto, H. Endo, Junko Iida, I. Aoyama, Daisuke Nakai","doi":"10.5926/jjep.67.149","DOIUrl":"https://doi.org/10.5926/jjep.67.149","url":null,"abstract":"The purposes of the present study were to develop a scale to measure parental cognition of the trustworthiness of teachers, and to examine related factors. Purpose 1 : In order to develop the scale, 34 items were chosen, based on a pilot study, and the resulting questionnaire was completed by 516 parents of elementary and junior high school students. A factor analysis yielded 4 factors: ＂ role executing competence ＂ , ＂ disciplinary guidance ＂ , ＂ guidance according to individual children ＇ s needs ＂ , and ＂ favorable regard by the child ＂ . Using the results of that analysis, the Parental Cognition of Trustworthiness of Teachers Scale was developed with those 4 factors and higher construct. Purpose 2 : An investigation of related factors that might predict parental trust of teachers revealed that the parents ＇ level of satisfaction with how the school dealt with trouble among the children was significant. In addition, when scores on the Parental Cognition of Trustworthiness of Teachers Scale and on the measure of the parents ＇ level of satisfaction with how the school dealt with trouble among the children were both low, the parents were more likely to report feeling anxious about asking teachers for help. These findings suggest that parental cognition of the trustworthiness of teachers may be an important element in successful collaboration between parents and teachers.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125815266","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}
Graph comprehension requires bottom-up processing from the graphic representation, and top-down processing guided by knowledge and attitudes. The present study examined which of the bottom-up process phases (extraction, interpretation, and decision) were affected by top-down processing derived from impressions and social attitudes. The results suggested that top-down processing driven by impressions that had been formed temporarily in specific contexts affected both the extraction of information and the subsequent decision phase, whereas top-down processing that was driven by attitudes formed over a long period of time based on social norms affected only the decision phase. In the latter, decisions were made without involving bottom-up processing.
{"title":"Comprehension of Graphs and Subsequent Decisions: Bottom-Up and Top-Down Processing","authors":"Misa Fukuoka, K. Miwa, A. Maehigashi","doi":"10.5926/jjep.67.103","DOIUrl":"https://doi.org/10.5926/jjep.67.103","url":null,"abstract":"Graph comprehension requires bottom-up processing from the graphic representation, and top-down processing guided by knowledge and attitudes. The present study examined which of the bottom-up process phases (extraction, interpretation, and decision) were affected by top-down processing derived from impressions and social attitudes. The results suggested that top-down processing driven by impressions that had been formed temporarily in specific contexts affected both the extraction of information and the subsequent decision phase, whereas top-down processing that was driven by attitudes formed over a long period of time based on social norms affected only the decision phase. In the latter, decisions were made without involving bottom-up processing.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115248681","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}
Promoting creativity is considered useful for society. Although some people believe that creative people generally have poor mental health, recent published studies have suggested that some highly creative people are mentally very healthy. Therefore, the present study focused on a phenomenon called ＂ mind wandering, ＂ a concept that is associated with both creativity and mental health, and examined whether characteristics of mind wandering differed, depending on an individual ＇ s level of creativity and mental health. After the participants ( N ＝62 : 40 men, 22 women; average age 19 . 67 years) had completed questionnaires measuring their creativity, level of depression, and working memory capacity, they watched a video. While they were watching it, the thought content of their mind wandering, their level of awareness, and the number of topics included when mind wandering were measured, using the thought probe method. The results suggested that the participants who had scored high on creativity and low on depression, that is, whose scores indicated high mental health, did not think excessively about past events during episodes of mind wandering. These results suggest that mind wandering may be a fundamental way to improve creativity while maintaining mental health.
{"title":"Mind Wandering in Relation to Creativity and Depression","authors":"Akina Yamaoka, S. Yukawa","doi":"10.5926/jjep.67.73","DOIUrl":"https://doi.org/10.5926/jjep.67.73","url":null,"abstract":"Promoting creativity is considered useful for society. Although some people believe that creative people generally have poor mental health, recent published studies have suggested that some highly creative people are mentally very healthy. Therefore, the present study focused on a phenomenon called ＂ mind wandering, ＂ a concept that is associated with both creativity and mental health, and examined whether characteristics of mind wandering differed, depending on an individual ＇ s level of creativity and mental health. After the participants ( N ＝62 : 40 men, 22 women; average age 19 . 67 years) had completed questionnaires measuring their creativity, level of depression, and working memory capacity, they watched a video. While they were watching it, the thought content of their mind wandering, their level of awareness, and the number of topics included when mind wandering were measured, using the thought probe method. The results suggested that the participants who had scored high on creativity and low on depression, that is, whose scores indicated high mental health, did not think excessively about past events during episodes of mind wandering. These results suggest that mind wandering may be a fundamental way to improve creativity while maintaining mental health.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123901897","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}
Prior studies have suggested that, in explanatory situations, the presence of a listener facilitates an explainer ＇ s understanding. However, published research has not, as yet, examined characteristics of explanatory situations that may facilitate explainers ＇ understanding. The present study investigated influences of the purpose of the explanation and the listener ＇ s prior knowledge of the concept to be explained. University students were asked to read a passage about chi-square tests and then to explain that concept to a listener. The conditions that were compared were (a) a teaching condition, in which 16 students were asked to teach a concept to a listener who had no knowledge of the topic, and (b) a confirmation condition, in which 15 students were asked to explain the chi-square concept to a listener in order to confirm their own understanding of the concept. After the explanations, all the students completed comprehension tests. The results indicated that the comprehension test scores in the teaching condition were higher than those in the confirmation condition. Analysis of the protocols revealed that the number of interpretive explanations, i.e., explanations giving an interpretation of formulas and procedures, was correlated with the scores on the comprehension test. Furthermore, the participants in the teaching condition generated more interpretive explanations than the participants in the confirmation condition did. These results suggest that explanations that improve understanding of a concept are more likely to be generated when the purpose of the explanation is teaching than when the purpose is confirmation.
{"title":"Effects of the Explanatory Situation on Explainers’ Understanding:","authors":"T. Ito, Shinichiro Kakihana","doi":"10.5926/jjep.67.132","DOIUrl":"https://doi.org/10.5926/jjep.67.132","url":null,"abstract":"Prior studies have suggested that, in explanatory situations, the presence of a listener facilitates an explainer ＇ s understanding. However, published research has not, as yet, examined characteristics of explanatory situations that may facilitate explainers ＇ understanding. The present study investigated influences of the purpose of the explanation and the listener ＇ s prior knowledge of the concept to be explained. University students were asked to read a passage about chi-square tests and then to explain that concept to a listener. The conditions that were compared were (a) a teaching condition, in which 16 students were asked to teach a concept to a listener who had no knowledge of the topic, and (b) a confirmation condition, in which 15 students were asked to explain the chi-square concept to a listener in order to confirm their own understanding of the concept. After the explanations, all the students completed comprehension tests. The results indicated that the comprehension test scores in the teaching condition were higher than those in the confirmation condition. Analysis of the protocols revealed that the number of interpretive explanations, i.e., explanations giving an interpretation of formulas and procedures, was correlated with the scores on the comprehension test. Furthermore, the participants in the teaching condition generated more interpretive explanations than the participants in the confirmation condition did. These results suggest that explanations that improve understanding of a concept are more likely to be generated when the purpose of the explanation is teaching than when the purpose is confirmation.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123925310","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}
As reports of bullying by junior high school students have seriously increased, school officials have been pressed to introduce curricula that will improve students ＇ ability to make moral judgments. Based on a preliminary survey of 410 junior high school students, a judgment reason scale was developed, based on Turiel ＇ s ( 1983 ) social domain theory. The instrument included 4 hypothetical scenarios of aggression that described different means and motives. Respondents indicate their moral judgment of each scenario, and give their reasons for that judgment. In the pres-ent study, junior high school students ( N ＝1 , 022 ) completed the judgment reason instrument, and personal and environmental factors that might affect their judgments were also measured. Analysis of the data suggested that aggression motivated by revenge was more likely to be tolerated because it was judged by a conventional or personal domain, and that relational aggression, which was more likely to be judged by a moral domain, was considered to be worse than verbal aggression. Sense of guilt as a personal factor was particularly strong in the girls. Confident and objective attitudes of teachers were an environmental factor that may act to improve students ＇ desirable judgments. The discussion dealt with ways in which effective student guidance and class management may reduce bullying.
{"title":"Junior High School Students’ Moral Judgments About Aggressive Behavior and Factors Underlying Those Judgments","authors":"Yuka Kanetsuna, Yoshikazu Hamaguchi","doi":"10.5926/jjep.67.87","DOIUrl":"https://doi.org/10.5926/jjep.67.87","url":null,"abstract":"As reports of bullying by junior high school students have seriously increased, school officials have been pressed to introduce curricula that will improve students ＇ ability to make moral judgments. Based on a preliminary survey of 410 junior high school students, a judgment reason scale was developed, based on Turiel ＇ s ( 1983 ) social domain theory. The instrument included 4 hypothetical scenarios of aggression that described different means and motives. Respondents indicate their moral judgment of each scenario, and give their reasons for that judgment. In the pres-ent study, junior high school students ( N ＝1 , 022 ) completed the judgment reason instrument, and personal and environmental factors that might affect their judgments were also measured. Analysis of the data suggested that aggression motivated by revenge was more likely to be tolerated because it was judged by a conventional or personal domain, and that relational aggression, which was more likely to be judged by a moral domain, was considered to be worse than verbal aggression. Sense of guilt as a personal factor was particularly strong in the girls. Confident and objective attitudes of teachers were an environmental factor that may act to improve students ＇ desirable judgments. The discussion dealt with ways in which effective student guidance and class management may reduce bullying.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128396313","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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