尊敬関連感情の生起要因と社会的機能の検討 : 現代日本の大学生を主たる対象として

学位の種別: 課程博士審査委員会委員 : （主査）東京大学教授 遠藤 利彦, 東京大学教授 市川 伸一, 東京大学教授 針生 悦子, 東京大学教授 恒吉 僚子, 東京大学教授 秋田 喜代美University of Tokyo(東京大学

What Are the Educational Functions of (Emotional) Respect? Exploring the Possibilities of the “Self-Pygmalion Process” Hypothesis

Respect has been considered as an important psychological construct in educational contexts, yet there is no common definition of “respect.” Li & Fischer (2007) suggested that respect as a positive self-conscious emotion, rather than as an attitude, could lead one to emulate the superior target as a role model, and eventually to become such a person, a function they referred to as the “self-Pygmalion process.” However, this process has never been demonstrated empirically. Here, both the attitudinal and emotional sides of respect are considered briefly, and the potential educational functions of respect are discussed. I argue that the self-Pygmalion process is likely to occur in schools, especially in Japan, and I hypothesize that feeling emotional respect, rather than showing attitudinal respect, for a superior may have the educational function of maximizing the quality of learning. Future directions for studying (emotional) respect are also discussed

The Dimensional Space of Respect-Related Emotions in Modern Japanese People

What is the cognitive structure of emotions related to sonkei (a feeling of respect)? This study examined the reproducibility of the dimensional space of respect-related emotion words in modern Japanese people. The data (n＝515) of previously published work, in which participants, ages 20–79, rated the semantic similarity of 153 pairs of 18 respect-related words was used for non-metric multidimensional scaling (MDS). The result revealed three dimensions of respect-related emotions: (a) focus (response either to the excellence of the person as a whole or excellence of his/her specific actions); (b) valence (positive or negative feelings); and (c) selfoblivion (the degree of absorption). This results showed almost the same dimensional space as a different study done on university students. Additional analyses were conducted according to age. The results revealed that the coordinates of the respect-related emotion words seen in adults ages 60–79 were a little different from those of the whole sample, as was seen in the previous findings of the hierarchical semantic structure of the same emotion words for the same adult sample. Finally, limitations of these approach for emotion words and future directions for studying respect-related emotions are discussed