{"title":"Relation Between Fifth and Sixth Graders’ Conceptions of Learning and Mathematical Problem Solving","authors":"Go Suzuki","doi":"10.5926/JJEP.64.327","DOIUrl":"https://doi.org/10.5926/JJEP.64.327","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"42 1","pages":"327-339"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83282033","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":"Referential ambiguity resolution in sentence comprehension: A developmental study measuring eye movements and pupil dilation","authors":"Nobuyuki Jincho, Hiroaki Oishi, R. Mazuka","doi":"10.5926/JJEP.64.531","DOIUrl":"https://doi.org/10.5926/JJEP.64.531","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"7 1","pages":"531-543"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90570111","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 term zainichi is generally used to refer to Koreans who settled in Japan when Korea was under Japanese colonial rule and also to their descendants now living in Japan. The present study examined psychological problems faced by zainichi (Korean)young adults in their interpersonal relationships in Japan. Episodic interviews were conducted with 14 zainichi (7 men,7 women;ages 19 to 27). The data were then analyzed using a grounded theory approach, which generated category interrelationship diagrams of “experience of interpersonal relations with Japanese”and“experience of interpersonal relations with other zainichi ”. The zainichi participating in the study assumed that their partners, both Japanese and other zainichi ,negatively perceived the zainichiʼs ethnic origins and considered this difference to be undesirable. This, they felt, led them to experience anxiety that this difference would worsen their relationships and negatively influence their partnerʼs perception of them;that,in turn,contributed further to their sense of alienation and inferiority. However,at the same time,the participants reported experiencing contradictory emotions such as,“Iʼd want my partner to know that I am a zainichi ”,which made them feel conflicted. This conflict in their interpersonal relations appeared to be one of their core psychological problems.
{"title":"Zainichi Korean Young Adults’ Experience of Interpersonal Relations in Japan :: A Narrative Analysis Using a Grounded Theory Approach@@@—グラウンデッド・セオリー・アプローチを用いた在日コリアン青年の語りの分析—","authors":"Seongsu Yun","doi":"10.5926/JJEP.64.492","DOIUrl":"https://doi.org/10.5926/JJEP.64.492","url":null,"abstract":"The term zainichi is generally used to refer to Koreans who settled in Japan when Korea was under Japanese colonial rule and also to their descendants now living in Japan. The present study examined psychological problems faced by zainichi (Korean)young adults in their interpersonal relationships in Japan. Episodic interviews were conducted with 14 zainichi (7 men,7 women;ages 19 to 27). The data were then analyzed using a grounded theory approach, which generated category interrelationship diagrams of “experience of interpersonal relations with Japanese”and“experience of interpersonal relations with other zainichi ”. The zainichi participating in the study assumed that their partners, both Japanese and other zainichi ,negatively perceived the zainichiʼs ethnic origins and considered this difference to be undesirable. This, they felt, led them to experience anxiety that this difference would worsen their relationships and negatively influence their partnerʼs perception of them;that,in turn,contributed further to their sense of alienation and inferiority. However,at the same time,the participants reported experiencing contradictory emotions such as,“Iʼd want my partner to know that I am a zainichi ”,which made them feel conflicted. This conflict in their interpersonal relations appeared to be one of their core psychological problems.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"16 1","pages":"492-504"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89343367","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 examined the process by which classroom social goal structures (prosocial and compliance goal structures) are related to the academic motivations of elementary school children. In Study 1, a Classroom Social Goal Structure Scale was developed, and its reliability and validity tested. Participants were elementary school 5(cid:51036)(cid:51029)and 6(cid:51036)(cid:51029)graders ( N ＝289). The scale was found to be internally consistent,and it showed a moderate to high correlation with other classroom environment scales. Study 2 examined whether classroom social goal structures were related to academic motivations (intrinsic motivation and self-efficacy)mediated by academic-related peer interactions (i.e.,peer learning). Participants were elementary school 5(cid:51036)(cid:51029)and 6(cid:51036)(cid:51029)graders ( N ＝3,609)from 117 classrooms in 23 schools. The data were analyzed by multilevel structure equation modeling (MLSEM)at both student and classroom levels. At both levels,prosocial goal structure was found to be related to academic motivations,mediated by peer learning. Compliance goal structure was shown to have a small but significant mediational effect,but only at the student level. The discussion dealt with educational implications of the results.
{"title":"Relation Between Classroom Social Goal Structures and Academic Motivations :: Peer Learning as a Mediator@@@—友人との相互学習を媒介したモデルの検討—","authors":"K. Ohtani, Ryo Okada, M. Nakaya, Takamichi Ito","doi":"10.5926/JJEP.64.477","DOIUrl":"https://doi.org/10.5926/JJEP.64.477","url":null,"abstract":"The present research examined the process by which classroom social goal structures (prosocial and compliance goal structures) are related to the academic motivations of elementary school children. In Study 1, a Classroom Social Goal Structure Scale was developed, and its reliability and validity tested. Participants were elementary school 5(cid:51036)(cid:51029)and 6(cid:51036)(cid:51029)graders ( N ＝289). The scale was found to be internally consistent,and it showed a moderate to high correlation with other classroom environment scales. Study 2 examined whether classroom social goal structures were related to academic motivations (intrinsic motivation and self-efficacy)mediated by academic-related peer interactions (i.e.,peer learning). Participants were elementary school 5(cid:51036)(cid:51029)and 6(cid:51036)(cid:51029)graders ( N ＝3,609)from 117 classrooms in 23 schools. The data were analyzed by multilevel structure equation modeling (MLSEM)at both student and classroom levels. At both levels,prosocial goal structure was found to be related to academic motivations,mediated by peer learning. Compliance goal structure was shown to have a small but significant mediational effect,but only at the student level. The discussion dealt with educational implications of the results.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"60 1","pages":"477-491"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81368687","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 Components of Educational Materials on Motivation for Reading","authors":"Hideaki Shimada","doi":"10.5926/JJEP.64.296","DOIUrl":"https://doi.org/10.5926/JJEP.64.296","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"35 1","pages":"296-306"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80484928","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":"Change Trajectories of College Students’ Interest in Their Major :: Development of a Domain Learning Interest Scale for College Students@@@—大学生用学習分野への興味尺度を作成して—","authors":"L. Tang, M. Toyama","doi":"10.5926/JJEP.64.212","DOIUrl":"https://doi.org/10.5926/JJEP.64.212","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"6 1","pages":"212-227"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72761471","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}
Hiroyuki Ito, Yasuo Murayama, M. Katagiri, Syunji Nakajima, Megumi Hamada, Yoshihiro Tanaka, Wataru Noda, Nobuya Takayanagi, M. Tsujii
The present study surveyed the current status of abnormal eating behavior among elementary and junior high school students, using a self-report questionnaire designed by the authors. Valid responses were obtained from 4,952 students(2,511 boys and 2,441 girls)who were in elementary school grades 4 through 6, and in all 3 years of junior high school. Confirmatory factor analysis of the questionnaire data supported a two-factor structure:“drive for thinness”and “bulimia”, and measurement invariance across gender, grade,and body mass index (BMI). The scores on drive for thinness were higher for the girls than for the boys,especially in grades 8 and 9. Although the score distribution for bulimia was similar across gender and grade,the girlsʼscores increased slightly with grade. Drive for thinness was more strongly correlated with depression than with aggression,whereas bulimia was more strongly correlated with aggression. Both factors were correlated with academic performance problems and family relationships in both the boys and the girls,specifically with the boysʼpeer problems and the girlsʼstudent-teacher relationship problems.
{"title":"Abnormal Eating Behavior in Elementary and Junior High School Students : Relation to Mental Health and Social Maladjustment","authors":"Hiroyuki Ito, Yasuo Murayama, M. Katagiri, Syunji Nakajima, Megumi Hamada, Yoshihiro Tanaka, Wataru Noda, Nobuya Takayanagi, M. Tsujii","doi":"10.5926/JJEP.64.170","DOIUrl":"https://doi.org/10.5926/JJEP.64.170","url":null,"abstract":"The present study surveyed the current status of abnormal eating behavior among elementary and junior high school students, using a self-report questionnaire designed by the authors. Valid responses were obtained from 4,952 students(2,511 boys and 2,441 girls)who were in elementary school grades 4 through 6, and in all 3 years of junior high school. Confirmatory factor analysis of the questionnaire data supported a two-factor structure:“drive for thinness”and “bulimia”, and measurement invariance across gender, grade,and body mass index (BMI). The scores on drive for thinness were higher for the girls than for the boys,especially in grades 8 and 9. Although the score distribution for bulimia was similar across gender and grade,the girlsʼscores increased slightly with grade. Drive for thinness was more strongly correlated with depression than with aggression,whereas bulimia was more strongly correlated with aggression. Both factors were correlated with academic performance problems and family relationships in both the boys and the girls,specifically with the boysʼpeer problems and the girlsʼstudent-teacher relationship problems.","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"33 1","pages":"170-183"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72958477","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":"How Do University Students Respond to a Friend with Mental Health Problems?: Generation of a Hypothetical Model of the Process of First Aid Action for Depressive Symptoms@@@—抑うつ症状に対する初期対応の生起過程モデルの生成—","authors":"Teruhisa Kawai","doi":"10.5926/JJEP.64.376","DOIUrl":"https://doi.org/10.5926/JJEP.64.376","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"63 1","pages":"376-394"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87275905","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}
H. Takeshita, S. Okuaki, Mizuho Nakamura, H. Yamaguchi
{"title":"Analysis of the teamwork formation process in manufacturing problem-based learning (PBL)","authors":"H. Takeshita, S. Okuaki, Mizuho Nakamura, H. Yamaguchi","doi":"10.5926/JJEP.64.423","DOIUrl":"https://doi.org/10.5926/JJEP.64.423","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"1 1","pages":"423-436"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82875627","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}
M. Sakamoto, Etsuji Yamaguchi, Isao Murayama, Sakiko Nakashin, Tomokazu Yamamoto, K. Muratsu, Shinichi Kamiyama, S. Inagaki
{"title":"Theory-Inspired Questions Asked by Students as an Epistemic Activity in Science ::Theory-Based Inquiry and Question-Centered Instruction","authors":"M. Sakamoto, Etsuji Yamaguchi, Isao Murayama, Sakiko Nakashin, Tomokazu Yamamoto, K. Muratsu, Shinichi Kamiyama, S. Inagaki","doi":"10.5926/JJEP.64.105","DOIUrl":"https://doi.org/10.5926/JJEP.64.105","url":null,"abstract":"","PeriodicalId":39981,"journal":{"name":"Japanese Journal of Educational Psychology","volume":"26 1","pages":"105-117"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85604896","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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