著者

速水 敏彦 木野 和代 高木 邦子

出版者

名古屋大学

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.1-8, 2004-12-27

被引用文献数

1

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A new construct "Assumed-Competence based on undervaluing others (AC is short for the construct)" was proposed to explain adolescents' behaviors in these days. AC was defined as the habitual feeling of competence that would be followed by one's criticizing or undervaluing others regardless of how much he/she had directly positive or negative experiences. To measure the individual differences of AC, the assumed-competence scale (ACS is short for the scale) consisting of 11 items was constructed. The purpose of this study was to examine the construct validity of ACS by showing the relations with several psychological constructs which have logical associations with AC. In the meanwhile, self-esteem (SE is short for it) mean true competence based on really positive and negative experiences. That is, SE could be clearly discriminated from AC. Thus, to make clear discriminating validity of ACS, SE was measured as well as AC when the relations with other psychologicl constructs were investigated. Seven psychological constructs we used here as criteria of validity were (1)locus of control, (2)public and private self-awareness, (3)loneliness, (4)sympathy, (5)emotion of anger. (6)pleasure and displeasure experiences (during lately three months) and (7)life satisfaction. Participants were 124 junior college students, 258 university students and 11 graduate students. Correlation coefficients between AC,SE and seven psychological constructs were calculated. The results were interpreted by focusing only significant correlations. Concerning self, although SE was related positively to internal control, AC was not, whereas positive relation between ACS and private self-awareness was shown. Next, regarding with interpersonal relationship, AS had positive relations to loneliness, that is, the persons whose AS are high thought that human could not understand each other and they were strongly aware of individuality. Also negative correlation was presented between AC and sympathy. In the meantime, SE had no relation to the variables of interpersonal relationships. In tern, emotion as a criterion of validity was examined. AC was related positively with trait-anger, expression of anger and displeasure experiences in academic and friendship situations. Furthermore, AC had negative relation to life satisfaction. On the contrary, SE was correlated positively with pleasure experiences and life satisfaction. Based on the results mentioned above, we judged ACS to have construct validity to some extent. Finally we suggested the possibility of classification of AC in the relation with SE.国立情報学研究所で電子化したコンテンツを使用している。

著者

永田 雅子 三谷 真優 川口 智子 NAGATA Masako MITANI Mayu KAWAGUCHI Satoko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.62, pp.49-55, 2015

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On the front lines of pediatric health care, priority is given to the treatment of child patients, and support for the patient's family members including the patient's siblings has not been sufficiently considered. This study aimed to clarify how the sibling support has been done up to the present by reviewing the domestic and foreign research papers on adaptation and support for siblings of child patients in the pediatric field. The results showed that when there was a child patient with a disability or a chronic disease in a family, the sibling support should be done by appropriately supporting the whole family including the child patient at the same time. This review suggested the necessity of establishing a support system where child patients and their family members can well adapt themselves to their life, in addition to the medical treatment for the child patients.

著者

杉本 英晴 SUGIMOTO Hideharu

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.55, pp.77-89, 2009-03-31

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The present study examined the representation structure of "not getting a job" among university students and the relationships between such representations and career indecision. A total of 503 university students were asked to report how they would think about "not getting a job" in an open-ended question along with two scales measuring career indecision and the representations of getting a job. Results of text mining techniques indicated that the high, middle, and low classes of the text data subscale and the representation subscale were divided into eight clusters respectively: these were "negative aspect", "chasing one's dream", "do-what-one-wants-to-do oriented", "position in society", "ambivalent aspect", "dependence on the family", "impossibility of life" and "critical aspect". The negative aspect was categorized into the same cluster as the representation of getting a job that had preventing effects on career choices, whereas the critical aspect was grouped into the same cluster as the representation with enhancing effects. The ambivalent aspect and the low class of the representation subscale were sorted into the same cluster. Furthermore, it was found that those who captured the representations of "not getting a job" as the "negative aspect", "chasing one's dream", or "do-what-one-wants-to-do oriented" were most likely to be with an undecided career. Those who regarded such representations as "position in society", "ambivalent aspect", or "impossibility of life" were less likely to have had an undecided career, while students seeing the representations as "dependence on the family" or "critical aspect" were least likely. These results confirmed that the representations of "not getting a job" among university students had various aspects, and they could possibly affect students' career indecision.

著者

速水 敏彦 丹羽 智美

出版者

名古屋大学

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.49, pp.197-206, 2002-12-27

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The purpose of this study is to examine the changes in the emotions that took place in the pupils nowadays as compared to the pupils more than 10 years ago, the causes for such changes and future educational implications. Data were collected through interviews with veteran teachers. Subjects were 68 teachers from six elementary schools and six high schools, most of whom had over 15 years of experience in instructing and caring for pupils. Firstly, a simple questionnaire was administered on the subjects to determine the changes in the emotions between the pupils nowadays and the pupils in the past. The following six aspects of emotions were examined, anger, sadness, joy, fear, surprise and fun. Next, Several teachers in each school were interviewed as a group by the first author. They were asked to respond to the following questions: (1). What are the characteristics found in the emotions expressed by pupils nowadays? (2). What contribute to such characteristics? (3). In terms of educating the pupils, what should the schools do to help pupils better develop their emotions? From the interviews, basing on the teachers' daily observations of pupils, we could conclude the characteristics of the pupils' emotions as follows. (1) Pupils nowadays were more likely to feel angry than pupils in the past, whereas the former were less likely to have and express sadness, joy, fear, surprise and fun than the latter, (2) The characteristics of the emotions among pupils were mainly determined by parents and culture, (3) Group activities, such as, field study and athletic club, would have a positive impact on the pupils' emotional growth.国立情報学研究所で電子化したコンテンツを使用している。

著者

安藤 史高 Ando Fumitaka 中西 良太 Nakanishi Yoshifumi 小平 英志 Kodaira Hideshi 江崎 真理 Esaki Mari 原田 一郎 Harada Ichiro 川井 加奈 子 Kawai Kanako 小川 一美 Ogawa Kazumi 崎濱 秀行 Sakihama Hideyuki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.47, pp.237-245, 2000-12 (Released:2006-01-05)

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The purpose of this study is to construct the Multidimensional Optimism Assessment Inventory (MOAI) and to examine its reliability and validity. Prior to the investigation, three subconcepts of optimism (optimistic expectancy, optimistic evaluation, and easy switching) were hypothesized and 46 items (optimistic expectancy; 24 items, optimistic evaluation; 16 items and easy switching; 6 items) were selected. Four hundred and sixty undergraduates were administrated MOAI and other scales. Exploratory factor analysis yielded 6 factors, so 6 subscales were constructed (optimistic evaluation for ability, easy switching, optimistic expectancy for external resources, optimistic expectancy for luck, groundless optimism and optimistic expectancy for future). Except for groundless optimism subscale (α=.56), Cronbach's alpha coefficients of five subscales were moderately high (they were greater than .65). The correlations between the score of MOAI and other scales supported hypothesized relations. Taken together, the result confirmed the reliability and validity of MOAI, at least partially.

著者

小川 一美

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.47, pp.173-183, 2000

被引用文献数

8

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国立情報学研究所で電子化したコンテンツを使用している。

著者

安田 裕子 YASUDA Yuko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.62, pp.1-13, 2015

著者

岩井 志保 IWAI Shiho

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.54, pp.135-142, 2007

被引用文献数

1

著者

小林 由美子

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.58, pp.25-33, 2011

著者

大嶽 さと子

出版者

名古屋大学

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.52, pp.230-231, 2005

著者

佐藤 有紀 五十嵐 祐 吉田 俊和 SATO Yuki IGARASHI Tasuku YOSHIDA Toshikazu

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.60, pp.39-47, 2013-12-27 (Released:2014-03-06)

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Today, most Japanese corporations implement a merit pay or pay-for-performance system in order to enhance job performance. This study investigated the effect of pay-for-performance system on employees’ preference for organizational citizenship behavior using the hypothetical Prisoner’s Dilemma. Based on regulatory focus theory (Higgins, 1997), we focused on reward expectation for performance (e.g., promotion) and performance pressure (e.g., fears of failure), both of which presumably affect employees’ approach motivation in a different way. We hypothesized that employees’ reward expectation for performance increases their preference for organizational citizenship behavior while performance pressure decreases it. Three hundred and nineteen Japanese employees completed a take-home questionnaire; however, we only examined 175 of those (126 men and 49 women) who were working under management by objectives. Logistic regression analysis confirmed our hypotheses, suggesting that under pressure employees prioritize their individualized objectives rather than cooperate with others for a common goal. Expectation for reward increased employees’ preference for cooperative behavior when a situation calls for dealing with a coworker’s favor. Furthermore, these results were seen only for employees under pay-for-performance system such that those under the traditional system showed the reverse trend. Future studies should examine situational factors as well as each employee’s approach motivation.

著者

北折 充隆 Kitaori Mitsutaka

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.47, pp.155-165, 2000-12

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The purpose of this paper was to discuss the locus of behavioral norms and what one "ought to do", two elements thought to be central to the conceptualization of social norms. With reference to this, two research questions were probed : 1) Do social norms constitute our inner regulation of behavior, or are they external standards held by group members?; and 2) Where is the standard for what one "ought to do" attributed to? Arguments between the two explanation for the locus of norms, i. e., "inner regulation" and "external standard", were offered, and this review concluded that social norm presuppose sociability, but that the internalized function was indispensible in decision making. In discussing the notion of what one "ought to do", this paper examined two aspects of social norm based on Cialdini, et al. (1991). In this process, we defined two forms of "ought to do" from the perspectives of generally desirable behavior, and behaviors particular to a given situation. Finally, from these discussions, we offered some future directives for social norm research.

著者

青木 直子

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

no.51, pp.251-252, 2004-12-27

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国立情報学研究所で電子化したコンテンツを使用している。

著者

松本 麻友子 MATSUMOTO Mayuko

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.55, pp.145-158, 2009-03-31 (Released:2012-03-21)

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Rumination is an important key in depression duration. However, multitudes of studies of rumination have been conducted, focusing on reducing rumination has rarely been discussed. The present article reviews factors of reduce rumination. For consideration of relevant factors, past studies were examined comprehensively from 3 perspectives: (1) why do some people ruminate?, (2) what are mechanisms of rumination?, (3) what stop rumination? (A factor to buffer connection with rumination and depression duration.). These reviews suggest that cognitive reappraisal are especially important for reducing rumination. Based on these discussions, This paper has proposed future directions for studies on reducing rumination.

著者

青木 直子

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.251-252, 2004-12-27

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国立情報学研究所で電子化したコンテンツを使用している。

著者

鈴木 有美

出版者

名古屋大学

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.49, pp.145-155, 2002-12-27

被引用文献数

1

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国立情報学研究所で電子化したコンテンツを使用している。

著者

川上 正浩

出版者

名古屋大学

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.48, pp.343-358, 2001-12-27

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国立情報学研究所で電子化したコンテンツを使用している。

著者

木村 純 Kimura June

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.187-191, 2004-12-27

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The purposes of this study were to verify the sequence of global and local processes. The experiment used 2 hierarchical stimulus showed that latencies for bigger stimulus were shorter than those for smaller stimulus in both target conditions, while the experiment used 3 hierarchical stimulus didn't show it. Thus the results of for the experiments indicated that visual processes didn't progress from global to local stimulus orderly.

著者

木村 純

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 (ISSN:13461729)

巻号頁・発行日

vol.50, pp.334-336, 2003-12-25

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国立情報学研究所で電子化したコンテンツを使用している。

著者

丹下 智香子 Tange Chikako

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要 (ISSN:13461729)

巻号頁・発行日

vol.51, pp.35-49, 2004-12-27 (Released:2007-04-02)

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国立情報学研究所で電子化したコンテンツを使用している。