{"title":"Mathematics Disorders From the Perspective of Mathematical Thinking","authors":"Y. Akimoto","doi":"10.5926/JJEP.65.106","DOIUrl":"https://doi.org/10.5926/JJEP.65.106","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"77 1","pages":"106-119"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83172906","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":"Ontogenesis of Letters as a Mediational Means of Thinking in Young Japanese Children :: Development of Inscription-Mediated Action","authors":"Keiichiro Ishimoto, H. Ishiguro","doi":"10.5926/JJEP.65.333","DOIUrl":"https://doi.org/10.5926/JJEP.65.333","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"22 1","pages":"333-345"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82139608","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 authors were unable to find any previously published research that focused on differences in the quality of help seeking and avoidance of help seeking for peer harassment. A newly developed instru-ment,the Seeking Help with Peer Harassment from Friends and Teachers Scale, which was based on 4 qualitatively different strategies (i.e.,autonomous help seeking,dependent help seeking,avoidance of help seeking,and pretending not to be harassed),was used to investigate how middle school students used these strategies to address peer harassment. Factor analysis revealed that the scale was comprised of 3 factors: autonomous help seeking,dependent help seeking,and pretending not to be harassed. Cluster analysis of the scores was used to classify the students into 6 groups. An analysis of the features of those groups suggested the following 2 possibilities:(a)there are 2 types of students:those who do not seek help and those who pretend not to be victims of peer harassment and do not seek help,and ( b)middle school students do not consistently use a particular help-seeking strategy,but rather use various strategies in parallel,depend-ing on the helper.
{"title":"Middle School Victims of Peer Harassment Seeking Help From Friends and Teachers :: Differences in the Quality of Help Seeking@@@—援助要請の性質の違いに着目して—","authors":"Daiki Yamanaka, K. Hiraishi","doi":"10.5926/JJEP.65.167","DOIUrl":"https://doi.org/10.5926/JJEP.65.167","url":null,"abstract":"The present authors were unable to find any previously published research that focused on differences in the quality of help seeking and avoidance of help seeking for peer harassment. A newly developed instru-ment,the Seeking Help with Peer Harassment from Friends and Teachers Scale, which was based on 4 qualitatively different strategies (i.e.,autonomous help seeking,dependent help seeking,avoidance of help seeking,and pretending not to be harassed),was used to investigate how middle school students used these strategies to address peer harassment. Factor analysis revealed that the scale was comprised of 3 factors: autonomous help seeking,dependent help seeking,and pretending not to be harassed. Cluster analysis of the scores was used to classify the students into 6 groups. An analysis of the features of those groups suggested the following 2 possibilities:(a)there are 2 types of students:those who do not seek help and those who pretend not to be victims of peer harassment and do not seek help,and ( b)middle school students do not consistently use a particular help-seeking strategy,but rather use various strategies in parallel,depend-ing on the helper.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"16 1","pages":"167-182"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76630816","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}
Effects of benevolent sexism on mathematics motivation were investigated in the present study. The participants in the research were junior high school(Study 1)and senior high school girls(Study 2)in Japan. The girls read1of2scenarios,one in which a teacher was described as praising them for high performance in a math exam by saying “Good job”(control condition),or one in which the teacher continues,“even though youʼre a girl”(benevolent sexism condition). After reading the scenario,the girls described their emotions and math motivation. The girls in the benevolent sexism condition reported lower math motivation,lower positive emotions,and higher negative emotions than the girls in the control condition did. Those results were replicated in Study2,which also revealed that the girlsʼlower math motivation was partly mediated by higher self-oriented negative emotions (e.g., shame). Although perceived prejudice evoked other-ori-ented negative emotions(e.g.,anger),these negative emotions did not significantly influence the participantsʼ math motivation. Negative effects of benevolent sexism on womenʼs and girlsʼacademic and career motivation were discussed.
{"title":"Mathematics Motivation and Gender Stereotypes of Junior and Senior High School Girls","authors":"Yasuko Morinaga, Kiriko Sakata, Yoshiya Furukawa, Kodai Fukudome","doi":"10.5926/JJEP.65.375","DOIUrl":"https://doi.org/10.5926/JJEP.65.375","url":null,"abstract":"Effects of benevolent sexism on mathematics motivation were investigated in the present study. The participants in the research were junior high school(Study 1)and senior high school girls(Study 2)in Japan. The girls read1of2scenarios,one in which a teacher was described as praising them for high performance in a math exam by saying “Good job”(control condition),or one in which the teacher continues,“even though youʼre a girl”(benevolent sexism condition). After reading the scenario,the girls described their emotions and math motivation. The girls in the benevolent sexism condition reported lower math motivation,lower positive emotions,and higher negative emotions than the girls in the control condition did. Those results were replicated in Study2,which also revealed that the girlsʼlower math motivation was partly mediated by higher self-oriented negative emotions (e.g., shame). Although perceived prejudice evoked other-ori-ented negative emotions(e.g.,anger),these negative emotions did not significantly influence the participantsʼ math motivation. Negative effects of benevolent sexism on womenʼs and girlsʼacademic and career motivation were discussed.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"16 1","pages":"375-387"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88052052","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}
Yasuo Murayama, Hiroyuki Ito, Nobuya Takayanagi, Ai Uemiya, Syunji Nakajima, M. Katagiri, Megumi Hamada, Mitsunori Myougan, M. Tsujii
情動調整方略はメンタルヘルスに影響を及ぼす要因の1つである。国内では,反すう,問題解決,気 晴らし,認知的再評価を同時に測定できる尺度がないため,国内の小中学生における情動調整とメンタ ルヘルスの関連についての知見はあまり報告されていない。そこで,本研究は単一市内の全小中学校に 在籍する小学4年生から中学3年生までの5,321名を対象として,既存の尺度に新たに認知的再評価の 項目を加えた情動調整方略に関する尺度(Emotion Regulation Scale for Elementary and Middle School Students;ERS-EM)を作成した上で,情動調整方略と抑うつおよび攻撃性の関連を検証した。因子分析の結 果,ERS-EM は4因子構造であることが確認され,ERS-EM の構成概念妥当性が支持された。各方略 と抑うつおよび攻撃性の関連については,反すうが強い児童生徒ほど抑うつと攻撃性が高いこと,問題 解決の傾向が高い児童生徒ほど抑うつと攻撃性が低いこと,気晴らしを行う児童生徒ほど抑うつが低い ことが確認された。認知的再評価は抑うつと攻撃性のいずれとも有意な関連を示さなかった。 キーワード:情動調整,抑うつ,攻撃性,ジョイント因子分析,小中学生
情绪调整方略是影响心理健康的因素之一。在日本国内，由于还没有能够同时测定反数、解决问题、消除情绪和认知再评价的尺度，因此关于国内中小学生的情绪调整和健康的关联的知识报告并不多见。因此，本研究以市内所有中小学在籍的5,321名小学4年级到初中3年级学生为对象，在现有量表的基础上增加了新的认知重评项目的情绪调整方略量表(EmotionElementary and Middle School Students Regulation Scale;ERS-EM)的基础上，验证了情绪调整方略与抑郁及攻击性的关联。因子分析结果证实了ERS-EM是四因子结构，并支持了ERS-EM的配置概念效度。关于各方略与抑郁和攻击性的关系，反刍越强的学生抑郁和攻击性越高，解决问题的倾向越高的学生抑郁和攻击性越低，进行消遣的学生抑郁越低确认了这件事。认知重估与抑郁和攻击性都没有显著的关系。关键词:情绪调节，抑郁，攻击性，连接因素分析，中小学生
{"title":"Relationships Between Emotion Regulation Strategies and Depressive Symptoms and Aggressive Behavior : Elementary and Middle School Students","authors":"Yasuo Murayama, Hiroyuki Ito, Nobuya Takayanagi, Ai Uemiya, Syunji Nakajima, M. Katagiri, Megumi Hamada, Mitsunori Myougan, M. Tsujii","doi":"10.5926/JJEP.65.64","DOIUrl":"https://doi.org/10.5926/JJEP.65.64","url":null,"abstract":"情動調整方略はメンタルヘルスに影響を及ぼす要因の1つである。国内では,反すう,問題解決,気 晴らし,認知的再評価を同時に測定できる尺度がないため,国内の小中学生における情動調整とメンタ ルヘルスの関連についての知見はあまり報告されていない。そこで,本研究は単一市内の全小中学校に 在籍する小学4年生から中学3年生までの5,321名を対象として,既存の尺度に新たに認知的再評価の 項目を加えた情動調整方略に関する尺度(Emotion Regulation Scale for Elementary and Middle School Students;ERS-EM)を作成した上で,情動調整方略と抑うつおよび攻撃性の関連を検証した。因子分析の結 果,ERS-EM は4因子構造であることが確認され,ERS-EM の構成概念妥当性が支持された。各方略 と抑うつおよび攻撃性の関連については,反すうが強い児童生徒ほど抑うつと攻撃性が高いこと,問題 解決の傾向が高い児童生徒ほど抑うつと攻撃性が低いこと,気晴らしを行う児童生徒ほど抑うつが低い ことが確認された。認知的再評価は抑うつと攻撃性のいずれとも有意な関連を示さなかった。 キーワード:情動調整,抑うつ,攻撃性,ジョイント因子分析,小中学生","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"14 1","pages":"64-76"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78930239","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":"Dialogistic Process of Teaching and Learning Activities in Workshop-Style Music Outreach Classes","authors":"Masayoshi Shinhara","doi":"10.5926/JJEP.65.120","DOIUrl":"https://doi.org/10.5926/JJEP.65.120","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"25 1","pages":"120-131"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88359668","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":"Comparison of Learning Strategies Used in Three High School Subject Areas :: Strategy Use and Perceived Benefit@@@—方略使用および有効性の認知に着目して—","authors":"Keigo Oshio","doi":"10.5926/JJEP.65.225","DOIUrl":"https://doi.org/10.5926/JJEP.65.225","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"93 1","pages":"225-238"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77210571","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":"Background Factors of Bullying :: Self-Esteem of Student Bullies and Bullied Students@@@—自尊感情に着目して—","authors":"Minako Ito","doi":"10.5926/jjep.65.26","DOIUrl":"https://doi.org/10.5926/jjep.65.26","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"12 4 1","pages":"26-36"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78306172","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":"Dispositional Optimism Moderates the Inhibition of Alternative Goals","authors":"M. Toyama","doi":"10.5926/JJEP.65.1","DOIUrl":"https://doi.org/10.5926/JJEP.65.1","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"61 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74484834","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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