the present to examine the construct of math beliefs and to explore factors that may explain individual differences in those beliefs. Math beliefs are defined as a personʼs perspective on the nature of mathematics. A Math Beliefs Questionnaire was developed;first-year undergraduates ( N ＝762) Exploratory and confirmatory factor analyses were conducted on the results. The results revealed that math beliefs are constructed of 4 factors:usefulness,thinking process,fixedness, and difficulty. Structural equation modeling (SEM)was conducted on the models with those 4 factors as dependent variables, and gender, math experience (major, math exam experience, and experience with high-level math),and academic attainment (university entry difficulty,confidence in math)as independent variables. The results revealed that the variables related to academic attainment and math experience affected math beliefs. Higher confidence was positively related to usefulness and thinking process,whereas it was negatively related to fixedness and difficulty. University entry difficulty,math exam experience,and experience with high-level math were positively related to thinking process and negatively related to fixedness. Major also positively affected thinking process.No significant path was found between gender and math beliefs.
{"title":"Construct of First-Year Undergraduates’ Math Beliefs :: An Exploratory Investigation of Related Factors@@@—関連要因の探索的検討—","authors":"Miwa Inuzuka","doi":"10.5926/JJEP.64.13","DOIUrl":"https://doi.org/10.5926/JJEP.64.13","url":null,"abstract":"the present to examine the construct of math beliefs and to explore factors that may explain individual differences in those beliefs. Math beliefs are defined as a personʼs perspective on the nature of mathematics. A Math Beliefs Questionnaire was developed;first-year undergraduates ( N ＝762) Exploratory and confirmatory factor analyses were conducted on the results. The results revealed that math beliefs are constructed of 4 factors:usefulness,thinking process,fixedness, and difficulty. Structural equation modeling (SEM)was conducted on the models with those 4 factors as dependent variables, and gender, math experience (major, math exam experience, and experience with high-level math),and academic attainment (university entry difficulty,confidence in math)as independent variables. The results revealed that the variables related to academic attainment and math experience affected math beliefs. Higher confidence was positively related to usefulness and thinking process,whereas it was negatively related to fixedness and difficulty. University entry difficulty,math exam experience,and experience with high-level math were positively related to thinking process and negatively related to fixedness. Major also positively affected thinking process.No significant path was found between gender and math beliefs.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"178 1","pages":"13-25"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73245262","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":"Early Identification of Students at Risk for Mathematics Difficulties","authors":"Akiko Kaizu","doi":"10.5926/jjep.64.241","DOIUrl":"https://doi.org/10.5926/jjep.64.241","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"11 1","pages":"241-255"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74389762","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}
Peopleʼs scripts are composed of common elements and specific elements that vary among different events. The present study examined how flexibly preschool children switch their scripts and what the related cognitive abilities are. In Experiment 1,young children( N ＝67;23,average age 4:0;24,average age 5:0;20, average age 6:1)performed a revised doll task. In Experiment 2,young children ( N ＝66;24,average age 4:1;24,average age 5:1,18,average age 6:1)performed 3 executive function tasks,a receptive vocabulary task,and the same doll task as in Experiment 1. In the doll task,the children were required to follow the experimenterʼs instructions and switch scripts,and to stop to take off the common items between 2 scripts. The ability to switch scripts flexibly by stopping to change the common items was measured. The results indicated that the oldest of the 3 groups of participants began to distinguish the common items from the specific items and stopped to take off the common items flexibly. Moreover,the executive function tasks had a positive influence on whether these young children switched scripts flexibly based on the common items among the events.
{"title":"Development of Flexible Switching of Scripts :: Effects of Executive Function Tasks@@@—実行機能の影響の検討—","authors":"Kaichi Yanaoka","doi":"10.5926/JJEP.64.395","DOIUrl":"https://doi.org/10.5926/JJEP.64.395","url":null,"abstract":"Peopleʼs scripts are composed of common elements and specific elements that vary among different events. The present study examined how flexibly preschool children switch their scripts and what the related cognitive abilities are. In Experiment 1,young children( N ＝67;23,average age 4:0;24,average age 5:0;20, average age 6:1)performed a revised doll task. In Experiment 2,young children ( N ＝66;24,average age 4:1;24,average age 5:1,18,average age 6:1)performed 3 executive function tasks,a receptive vocabulary task,and the same doll task as in Experiment 1. In the doll task,the children were required to follow the experimenterʼs instructions and switch scripts,and to stop to take off the common items between 2 scripts. The ability to switch scripts flexibly by stopping to change the common items was measured. The results indicated that the oldest of the 3 groups of participants began to distinguish the common items from the specific items and stopped to take off the common items flexibly. Moreover,the executive function tasks had a positive influence on whether these young children switched scripts flexibly based on the common items among the events.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"1 1","pages":"395-406"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85546835","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":"Instructional Methods Intended to Reduce My-Side Bias in Writing Arguments :: Case Study of a Second-Grade Writing Class@@@—マイサイドバイアスの克服に焦点を当てた実践事例の検討—","authors":"Ryosuke Onoda, Eiji Matsumura","doi":"10.5926/JJEP.64.407","DOIUrl":"https://doi.org/10.5926/JJEP.64.407","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"113 1","pages":"407-422"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82433575","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":"Skills Training to Develop University Students’ Teamwork Competency :: Analysis of Sub-Elements of Teamwork Competency@@@—チームワーク能力の構成要素に着目して—","authors":"Naoya Tabata","doi":"10.5926/JJEP.64.118","DOIUrl":"https://doi.org/10.5926/JJEP.64.118","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"269 1","pages":"118-130"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79531405","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":"Relations Between Emotional Expression and Subjective Adjustment to the Classroom","authors":"Akiko Tonegawa","doi":"10.5926/JJEP.64.569","DOIUrl":"https://doi.org/10.5926/JJEP.64.569","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"7 1","pages":"569-582"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73095064","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":"Fostering Conceptual Understanding Through Individual Explanation Construction in Collaborative Learning :: Relation Between Numerical Sequences and Functions@@@—数列と関数の関連づけに着目して—","authors":"Ayumi Odagiri","doi":"10.5926/JJEP.64.456","DOIUrl":"https://doi.org/10.5926/JJEP.64.456","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"20 1","pages":"456-476"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73700150","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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