著者

丹藤 進

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.42, no.1, pp.29-37, 1994-03-30 (Released:2013-02-19)

参考文献数

28

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The purpose of this study was to deter mine degrees of sibling resemblance from the results of longitudinal testing of intelligence and school achievement. Research data was obtained from ten elementary schools and one junior high school, all in remote areas. Yearly scores from longitudinal tests on the same children served as data for this study. Using the above data we were able to compare siblings of the same age bracket. The main results were as follows:1) Sibling resemblance in school achievement differed according to age;2) Intra-class rs between siblings tended to be higher for contiguous siblings than for noncontiguous siblings;3) Sibling resemblance tended to be greater in verbal IQ than in IQ Performance. These findings indicate that nonshared environmental factors lead to developmental differences between siblings.

著者

丹藤 進

出版者

一般社団法人 日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.44, no.4, pp.470-477, 1996-12-30 (Released:2013-02-19)

参考文献数

16

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This study was to examine changes in intelligence among elementary school children across different generations. The results of group intelligence tests conducted between 1956 and 1985 at 38 elementary schools and 10 junior high schools located in 7 separate regions of Aomori Prefecture were analyzed. Data were compiled from the schools Student Records which are considered as public records. The main results were as follows: 1) In the 5 concerned regions made primarily of agricultural and fishing communities, children's intelligence statistics up to 1960 were proved lower than average. However, between 1961 and 1970, the above mentioned figures rose dramatically and reached the average standard on the intelligence test. 2) In one urban region, children's intelligence levels were consistently higher than norm on the intelligence test regardless of the age group. No changes were observed between different the generations. 3) Children living in regions distant from urban areas showed a tendency to have lower intelligence scores than children living in regions closer to urban areas. Recently, however, these regional variations were found to be less pronounced.

著者

紺野 祐 丹藤 進

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.16, pp.77-87, 2007-09-28 (Released:2020-12-22)

参考文献数

40

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Faced with a difficult situation, some teachers are overwhelmed but others can survive. What makes the difference? In an attempt to answer to this question, this paper investigates the structure and function of "teacher resilience". Resilience is the ability to adapt oneself to a difficult situation which could, in the absence of sufficient resilience, produce maladaptation. Teacher resilience in this paper refers to the development of a teacher's ability to adapt in their stressful everyday life.  This study attempts to explain teacher resilience as a phenomenon with avoiding "burnout" and maintaining "teacher efficacy" and "job satisfaction" as the outcome variables because teacher resilience may prevent teachers from becoming burnt out or help to prevent reduction of efficacy and satisfaction, despite negative experiences in their lives that can be risk factors. The present study also investigates the effects of positive events in their lives, since positive experiences help to prevent teachers from burning out and strengthen their efficacy and satisfaction.  In order to examine teacher resilience, a questionnaire survey of 386 in-service teachers was conducted. The authors developed a questionnaire based on a "Teacher Resilience Scale", a "Burnout Inventory", and a "Teacher Life Event Scale". The data was analyzed using factor analysis, analysis of variance, and covariance structure analysis.  From the results, it can be said that the phenomenon of teacher resilience reflects the relation between teacher resilience as a personal quality and daily experiences in the teacher's particular environment, and it can function to protect him/her against becoming burnt out or feelings of helplessness. Moreover the results may suggest some useful insights into stress management strategies and teacher supports.