Effects and the maintenances of Psychology Education to Enhance Critical Thinking Ability and Meta-Cognition Skills for Freshmen

This study examined effects and the maintenances of psychology education to enhance critical thinking ability and meta-cognition skills for freshmen. Freshmen had taken lesson in critical thinking and meta-cognition and did worksheets after receiving lectures about them in “Introduction to Psychology" class. Through questionnaires for students in three cohorts, no significant results between the implementation and control groups have been demonstrated in the follow-up studies had about one year and two years after the class had finished. The results showed that it was difficult to maintain the effectiveness of skills and abilities freshmen had learned in psychology education. Moreover it suggested that it is necessary to develop a four-year curriculum as well as first year experience, for enhancing and maintaining students' critical thinking and meta-cognition skills.departmental bulletin pape

Effects in “Introduction to Psychology" Class. : Could Students Enhance Metacognitive Skills through the Class?

This study examined the effects of the implementation to enhance metacognitive skills for freshmen. The program incorporated the contents of developing metacognitive skills into “Introduction to Psychology" class. In the class, college students worked at exercises that reflect their styles and processes of cognitions, affections, and social problem solving through worksheets after receiving lectures about psychological theories. The results of pre- and post- tests demonstrated significantly improved higher levels of self-esteem , metacognitive skills and stress management self-efficacy scales. From the results, this study revealed the beneficial effects of implementing the program for developing metacognition skills in the class.departmental bulletin pape

Effects in “Introduction to Psychology" ClassII: Could Students Maintain Metacognitive Skills?

This study examined the effect of implementation to enhance and maintain metacognitive skills for students who had taken “Introduction to Psychology" class for freshmen. In the follow-up study had about one year after the class had finished, the results of the implementing group demonstrated significantly higher level of stress management self-efficacy scales than the control group. Also, the metacognitive skills scales of the implementing group indicated marginally significant results higher at follow-up test than at pre-test. From the results, it suggested that it is necessary to design and implement the teaching materials and method for enhancing students' metacognitive skills and efforts to maintain the effects of the implementation.departmental bulletin pape

Evaluations of Psychology Education to Enhance Critical Thinking Ability and Meta-Cognition Skills for University students: Through Analysis of a Four-year Implementation

This study examined evaluations of psychology education to enhance critical thinking ability and meta-cognition skills for university students. University students had taken lesson in critical thinking and meta-cognition and did worksheets after receiving lectures about them in “Introduction to Psychology" class. Although the results of pre-and post-tests demonstrated significantly improved higher levels of critical thinking ability, no significant results between the implementation and control groups have been demonstrated in the follow-up studies had about one year and two years after the class had finished. On meta-cognition skills, no significant results have been demonstrated at pre-and post-test and follow-up studies. The results from a four-year implementation analysis showed that the effects were different depending on the school year implemented. It suggested that effects of psychology education would be affected some of student's individual factors.departmental bulletin pape

Introduction of Psychology Education to Enhance Critical Thinking for Freshmen

This study examined the effect of implementation to enhance critical thinking skills in a subject for High School/University Articulation and “Introduction to Psychology" class for freshmen. College students had taken lesson in critical thinking at once of 15-times class in a subject for High School/University Articulation, and in part of one lesson in “Introduction to Psychology" class. College students did worksheets after receiving lectures about critical thinking in both classes. In the follow-up study had about one year after the class of a subject for High School/University Articulation had finished, the results of the implementing group demonstrated significantly higher level of critical thinking disposition questionnaire than the control group. But, no significant results have been demonstrated at pre- and post-test for students in “Introduction to Psychology" class. From the results, it suggested that it is necessary to design and implement the teaching materials and method for enhancing students' critical thinking skills.departmental bulletin pape

The Factors Related to the Career Development in Middle School Students: Relations among Self-Esteem, Career Skills and Critical Thinking Abilities

This study examined the factors related to the career development through questionnaires for 7th to 9th grade students (N=447) in a middle school. The results demonstrated that 7th grade students significantly indicated higher levels of self-esteem and the logical thinking factor of critical thinking abilities than other grades, and the self-esteem was positively correlated with career skills in all grades. On the other hand, only some factors of critical thinking abilities were positively correlated with self-esteem in 8th and 9th grades. From the results, this study revealed that it is necessary to design and implement the career education program based on career developmental tasks and the factors related to career development in every grade.departmental bulletin pape

Implementation and Evaluations of Psychology Education in “Introduction to Psychology" for Freshmen : A Follow-up Study of Students' Critical Thinking Ability and Meta-Cognition Skills.

This study examined implementation and evaluations of psychology education in “Introduction to Psychology" for freshmen. College students had taken lesson in critical thinking and meta-cognition and did worksheets after receiving lectures about them in “Introduction to Psychology" class. Although no significant results have been demonstrated at pre- and post-test for students in the class, the results of the implementing group demonstrated significantly higher level of critical thinking disposition questionnaire than the control group in the follow-up study had about one year after the class had finished. The results showed that this study revealed the beneficial effects of implementing the program for developing critical thinking skills in the class. Moreover it suggested that it is necessary to design and implement the teaching method such as active learning for enhancing students' critical thinking and meta-cognition skills.departmental bulletin pape

Evaluations of Psychology Education to Enhance Critical Thinking Ability and Meta-Cognition Skills for University students:Through Pre- and Post -Test, and One- and Two- year Follow-up Studies

This study examined evaluations of psychology education to enhance critical thinking ability and meta-cognition skills for university students. University students had taken lesson in critical thinking and meta-cognition and did worksheets after receiving lectures about them in “Introduction to Psychology" class. Although the results of pre- and post- tests demonstrated significantly improved higher levels of critical thinking ability, no significant results between the implementation and control groups have been demonstrated in the follow-up studies had about one year and two years after the class had finished. On meta-cognition skills, no significant results have been demonstrated at pre- and post-test and follow-up studies. The results showed that this study revealed the beneficial effect of implementing the program for developing critical thinking skills in the class although it was possible to maintain the effect. Moreover it suggested that it is necessary to design not only longitudinal study and qualitative research to examine factors for enhancing and maintaining students' critical thinking and meta-cognition skills.departmental bulletin pape

The effect of “Introduction to Psychology" Class for First-year's University Students: Comparison of Face to Face and Online Classes

This study examined effects of the style of “Introduction to Psychology" class for first-year's university students by comparing the 2020 survey results with the 2019 results. University students learned critical thinking and meta-cognition, stress management skills in “Introduction to Psychology" class. Study results revealed that, despite online classes due to the coronavirus disease 2019 pandemic, the scores of pre- and post-test demonstrated significantly improved higher level of on critical thinking, metacognitive, and stress management skills among the 2020 students same as previous year's students. In conclusion, it suggested that it is possible that first-year's university students promoted these skills through“Introduction to Psychology" class without regard for whether face to face or online class.departmental bulletin pape

令和5（2023）年度学生生活支援室活動報告

This article reported statistics and some activities in the student guidance office as 2023 annual report, and examined the effects of support for students after the coronavirus disease 2019 (COVID-19) pandemic. From the statistics, it was found that both the number of counseling and the number of users of the free space increased in 2023 compared to 2022. Although the number of counseling has returned to pre-pandemic levels, the number of free spaces remains lower than before the infectious disease epidemic This can be attributed to the fact that the use of the free space has changed from a few friends to a single student, as the infectious disease outbreak has reduced opportunities for interaction among students. In addition, more than 80% of the consultations were for academic and career/employment issues. It needs to be examined whether these changes are the result of an infectious disease epidemic or changes in the quality of the student population in the future.departmental bulletin pape