Effects of Exploratory Experiences during Career Education in Elementary, Junior high, and Senior high schools: A survey of university students

This study examined the effect of elementary, junior high, and senior high school experience activities on the students’ self- and work-understanding, to clarify the usefulness of such experiences for the students’ career development. Eighty-four university students completed a survey to measure career development indices (basic/general purpose ability, vocational identity, career resilience); experience activities in elementary, junior high, and senior high schools; and the degree of self- and work-understanding through the activities. The results showed that the degree of self- and work-understanding through the activities were generally high, which indicates that these activities succeeded as exploratory experiences. The workplace experience, which 90 % of students had experienced during junior high school, and open campus/trial lessons, which 70% of students had attended during senior high school, promoted self- and work-understanding, and these experiences were useful for students’ career choices. The results also showed that experience activities in elementary school had a positive effect on self- and work-understanding, which promoted their career development

Characteristics of the Elements of Career Resilience : Based on Sex, Age, and Employment Type

This study aimed to clarify the characteristics of the elements of career resilience based on demographic variables such as age, sex, and employment type (i.e., typical or atypical). Company employees (N = 241) completed an online survey. Career resilience, consisting of five factors (ability to cope with problems and changes; social skills; novelty and diversity of interests; future orientation; and willingness to help others), degree of career development, negative life events (NLEs), and demographic variables were measured. Results showed the following: (1) Future orientation had a greater influence on career development for males than for females. Females did not experience NLEs if their ability to cope with problems and changes was high. For females, willingness to help others reduced the negative effects of NLEs on career development. (2) Social skill had a greater influence on career development for younger employees than for older ones. However, ability to cope with problems and changes had a greater influence on career development for older employees. For younger employees, future orientation and willingness to help others reduced the negative effects of NLEs on career development. (3) Social skill had a greater influence on career development for atypical employees than for typical employees. Atypical employees did not experience NLEs if their willingness to help others was high. For atypical employees, willingness to help others reduced the negative effects of NLEs on career development. For typical employees, social skill reduced the negative effects of NLEs on career development

Development of a Career Resilience Scale for University Students

The purpose of this study was to develop a career resilience scale for university students. The data of 114 university students was collected. Career resilience, career decision making anxiety, and the degree of career development were measured. The result of a confirmatory factor analysis indicated a five-factor structure of career resilience with a high Cronbach’s alpha: ability to cope with problems and changes; social skills; interest in novelty; optimism about the future; and willingness to help others. The results of correlation analyses showed all 5 aspects of career resilience promoted career development. The results also indicated that “ability to cope with problems and change”, “social skills” and “optimism about the future” decreased the degree of career decision making anxiety. The results of analyses of variance suggested that “social skills” decreased the negative effect of "career decision making anxiety" on career development. The results also suggested that “interest in novelty” and “willingness to help others” promoted students’ career development especially when they feel anxiety about career decision making. These results indicated the reliability and validity of this career resilience scale.本研究は科学研究費助成事業 基盤研究（C）課題番号2680887の助成を受けたものである

The Change of Children through the Continuous Activities with Goals in the Friendship Program at Hiroshima University (2): Focusing on Students’ Facilitation

The purposes of the current study were: 1) to clarify the changes among children through continuous activities with goals in the Friendship Program at Hiroshima University based on goal setting theory, and 2) to clarify effective students’ facilitation through these activities. These activities aimed to help children think and act for themselves, and improve their attitudes toward forming relationships. Surveys were conducted after programs were held in 2017 and 2018. Changes in the ability to think and act for oneself and attitudes toward forming relationships, motivation, degree of difficulty and specificity of goals, self-efficacy, goal commitment, relationships with other members, and students’ facilitation were measured. Data were collected from 98 school children. The following results were obtained: 1) the ability to think and act for oneself and attitudes toward forming friendships appeared to improve if motivation was high during the activities; 2) motivation during the activities tended to be high when the goal was specific and relatively difficult, self-efficacy was high, goal commitment was high, and the relationship was good for communication; and 3) students’ facilitation, including feedback or encouragement for children to achieve their goals by themselves, had a positive relationship with children’s motivation

Teachers’ social skills as a determinant factor of their behavior and attitude leading to trust from children: Focusing on children’s developmental stage and the combination of children’s and teachers’ gender

井上弥先生・樋口聡先生退職記念特集

Effects of the Captain’s Leadership on the Members’ Collective Efficacy in Their Club Activities

The purpose of this study was to clarify the effects of captain’s leadership on member’s collective efficacy in their club activities. Data was collected from 60 members of 4 clubs at a university, excluding captains. The leadership of the captain of the club which they belonged to and their collective efficacy were measured. The result of a factor analysis showed that the captain’s leadership consisted of three factors; “guidance and advice to the members”, “management of members’ relationship”, and “pressure on members”. The result also indicated that collective efficacy consisted of two factors; “team’s solidarity” and “team’s effort”. Captain’s leadership type of each club was categorized based on the average of the evaluation score of the club members. Analyses of variance, using captain’s leadership type as an independent variable and the member’s collective efficacy as a dependent variable, were conducted. The results suggested that the captain’s leadership with low “guidance and advice to the members”, low “management of members’ relationship”, and high “pressure on members” was effective in promoting “team’s solidarity” and “team’s effort”. Results also suggested that the captain’s leadership with low scores of all 3 factors (“guidance and advice to the members”, “management of members’ relationship”, and “pressure on members”) was effective in promoting “team’s effort”

What social skills are necessary for people with high social anxiety to interact with others positively?

The purpose of this study was to examine the difference in social skills between "people with high social anxiety and high social passivity" and "people with high social anxiety and low social passivity" to clarify what social skills were necessary for the former. In addition, social skill was grasped from two aspects; one was used in a specific situation, and the other was used in general communication scenes. The results of this investigation using a sample of 174 undergraduate and graduate students showed the following: 1) In terms of social skills used in general communication scenes, "people with high social anxiety and high social passivity" were higher in emotional control skill scores than "people with high social anxiety and low social passivity", but the former had some difficulty in expressing their emotions. 2) In terms of social skills used in a specific situation, "people with high social anxiety and high social passivity" tended to set a goal of maintaining relationships in initial encounters.井上弥先生・樋口聡先生退職記念特集

周囲からみたスクールカースト上位者の特徴 : 社会的勢力に着目して

The purpose of this study was to clarify the social power of students who were ranked highly in the "School Caste" (class status ranking) and the determinants of these students' social power. One hundred and sixty-three university students completed the questionnaire, which asked them to recall high-ranking students within their junior high school class's "School Caste." The questionnaire comprised questions regarding the social power (referent power, attraction power, punishment power, expert power) and external and internal characteristics (appearance, character, communication skill, academic ability, and attitude) of one male and one female high-ranking student. The results of cluster analysis using social power showed the difference by sex of types of high-ranking students within the "School Caste." Regarding male students, there were three types: those with high attraction power scores; high punishment power scores; and high scores for all social power. Regarding female students, there were four types: those with all high scores for social power except punishment; those with average scores for all social power; those with high punishment power; and those with low scores for all social power except attraction. The results also revealed the existence of a "high punishment power group," who had high scores for punishment power and low scores for the other three types of social power, among both high-ranking male and female students. Multiple regression analysis showed the same determinants of social power for male and female students: determinants of expert power were academic ability and character; one determinant of attraction power was communication skill; and one determinant of punishment power was appearance. The results also showed the following difference between male and female students: for high-ranking male students, the determinants of referent power were academic ability and attitude, but as for female students, the determinant was character