Development and testing of a program to promote prosocial behavior in junior high school students : A focus on empathy and target skill

本研究では，中学校1年生を対象に向社会的行動を高めるプログラムを作成し，効果の検討を行うことを目的とした。本プログラムは，向社会的行動を高める要因として共感性，ターゲットスキル（あたたかい言葉かけ）を取り上げ，トレーニングを行った。質問紙調査を実施し，介入群53名，統制群35名の有効回答を得た。パス解析の結果，共感性の視点取得，ターゲットスキルが向社会的行動に影響を与えることが示された。またプログラムの効果に関して，介入群は，統制群に比べ視点取得，他者のネガティブな感情への同情，他者のポジティブな感情への好感，ターゲットスキルの得点の上昇がみられた。一方，他者感情への敏感性，他者のネガティブ・ポジティブな感情の共有，向社会的行動の得点には変化がみられなかった。以上の結果を踏まえ，他者感情への敏感性を高めるようなセッションの改善や効果検証の再検討の必要性が示唆された。This study aimed to develop a program to promote prosocial behavior in first-year junior high school students and to test the effects. This program involved training with a focus on empathy and target skill (speaking kindly) to promote prosocial behavior. Students were administered questionnaires and valid responses were received from 53 participants in the intervention group and 35 in the control group. According to path analysis, empathetic perspective-taking and target skill had an impact on prosocial behavior. As for the effects of the program, students in the intervention group achieved higher scores than those in the control group in perspective-taking, sympathy for others’ negative emotions and good feeling toward others’ positive emotions, and acquisition of target skill. No differences were seen in scores for sensitivity to others’ emotions, sharing of others’ negative and positive emotions, or prosocial behavior. These results suggest the need for improvement of sessions to enhance sensitivity to other’s emotions and for further examination on testing of the effects

Influences of achievement goal approach and perceived social support affected stress-related growth in students through their experience when taking university entrance examinations : Qualitative research

本研究の目的は，大学受験期における達成目標志向性とソーシャルサポートがストレス関連成長に及ぼす影響を検討することである。面接を通して大学受験期の経験がストレス関連成長につながる過程を検討した。大学1年生4名を対象に面接を行い，データはSteps for Coding and Theorization（SCAT）を用いて分析を行った。その結果，4名の面接協力者は質問紙調査，面接のいずれかにおいて熟達目標を持っており，程度は異なるが，大学受験が全員ストレス関連成長につながっていた。また熟達目標以外の目標を持っている人にも複数のソーシャルサポートが有効であることが示された。This study investigated how possessing an achievement goal approach and perceived social support affects stress-related growth in students by evaluating their experience when taking university entrance examinations. The connection between experience during the university entrance examination period and stress-related growth was examined through interviews with 4 first-year university students. The data were analyzed using Steps for Coding and Theorization (SCAT). From questionnaire surveys or interviews, all interviewees were found to have high mastery goals; in varying degrees, these have led to stress-related growth. In addition, social support (perceived support from family, teachers, and friends) has led to stressrelated growth. It is necessary to provide social support that is suited to each achievement goal to promote stress-related growth for university entrance examinations

The Influences of the Perceptions of University Entrance Examinations on the sense of School Adjustment : Focusing on Unwilling Admission

本研究の目的は，大学入学時の本意度と大学受験の捉え方が学校適応感に及ぼす影響を検討することであった。大学1年生98名を対象に，入試区分や志望順位といった大学受験の経験，大学入学時の本意度，大学受験の捉え方，学校適応感について，2021年7月にWeb 調査を行った。重回帰分析の結果，学校適応感に影響する要因として，本意度と達成・成長経験が選択された。さらに，単純傾斜分析の結果，不本意入学者であっても大学受験を自分の成長とつながるものだと捉えていると，学校適応が良い可能性が示された。This study investigated students’ level of willingness to enroll in university and how perceptions of university entrance examinations influence school adjustment. A total of 98 first-year university students completed a web survey that included items on their experiences with university entrance examinations, whether they willingly enrolled at their university, perceptions of university entrance examinations, and school adjustment. This survey was conducted in July 2021. The results of the multiple regression analysis revealed level of willingness and achievement/growth experience were selected as factors affecting the students’ sense of school adjustment. Furthermore, the results of simple slope analysis showed even students who unwillingly enrolled in university may be able to adjust better to school by perceiving university entrance examinations as a step towards personal growth

Influences of achievement goal approach and perceived social support affected stress-related growth in students through their experience when taking university entrance examinations : Quantitative research

本研究の目的は，大学受験期における達成目標志向性とソーシャルサポートがストレス関連成長に及ぼす影響を検討することである。大学1年生243名を対象に質問紙調査を行った。階層的重回帰分析の結果，熟達目標が低い人に家族サポートがあるとストレス関連成長の「他者との関係」につながっていた。また，遂行目標が高い人には先生のサポートがあると「新たな可能性」に，遂行目標が低い人に友人サポートがあると「新たな可能性」につながっていた。大学受験の経験をストレス関連成長につなげるためには，達成目標志向性に応じたソーシャルサポートが必要であることが示された。This study investigated how possessing an achievement goal approach and perceived social support affected stress-related growth in students by evaluating their experience when taking university entrance examinations. A total of 243 first-year university students completed a questionnaire that included questions on their achievement goal approach, social support,and stress-related growth. Hierarchical multiple regression analysis revealed that interaction between mastery goals and support from family was significantly associated with relating to others, a subscale of stress-related growth. Significant interactions pertaining to new possibilities, also a subscale of stress-related growth, were observed between performance goals and support from teachers, and between performance goals and support from friends. These observations indicate that different goals require different types of social support in order to achieve stress-related growth for university entrance examinations

Classroom-Based Social Skills Training for Junior High School Students:Comparison between Skill-Increased and Skill-Decreased Subgroups

The present study compared the effects of classroom-based social skills training on the student's self-reported social skills and their subjective measures of adjustment (social support and loneliness). One hundred and eighteen 8th-grade students participated in this study. The training consisted of eight sessions during six months and focused on six target social skills: how to listen, how to invite classmates, how to give positive messages, how to reject unreasonable demands skillfully, how to control their emotions, and how to solve interpersonal problem. The training was implemented by classroom teachers using manuals and coached by specially trained facilitators. The training procedure in each session were comprised of instruction, modeling, rehearsal, feedback, reinforcement, and homework. Students made self-assessment on the social skills and on their subjective measures of adjustment (social support and loneliness) before and after the implementation of the entire training program. Based on changes from pre-assessment to post-assessment in terms of the self-reported social skills, the three groups (i.e., increased group, decreased group, and unchanged group) were identified. The increased group decreased in the withdrawn behavior score, whereas the decreased group increased in the aggressive behavior score and loneliness score. These results suggested that the classroom-based social skills training implemented in this study improved mostly students' social skills and their subjective adjustment for the increased group

Children's experience of anger toward their parents and anger expression

The main purpose of this study was to investigate the relationships among children's experience of anger toward their parents, cognitive judgements, emotions, and target of anger expression. A total of 390 forth-through ninth-grade students participated in this study. Children's recent anger episodes were assessed in terms of the instigator (father or mother), cognitive judgments, anger expression, etc. By combining the instigator with the target of children's anger, two groups (congruent and incongruent) were identified and compared. The main results were as follows : (1) Compared to the congruent group, the incongruent group exhibited less hostile attribution toward the instigator's intention. (2) Incongruent group was more likely to choose a target lower in status and affection than their parents. (3) Compared to the congruent group, the incongruent group showed stronger feelings of happiness or irritation after they expressed their anger

The effect of classroom-based social skills education on social skills and loneliness of junior high school student with poor social skills

本研究では,中学1年生を対象にして学級を単位とした集団社会的スキル教育を実施する中で,社会的スキルの総得点が学年全体の平均値よりも顕著に低い5名の生徒に焦点をあて,社会的スキルの改善や孤独感の低減に及ぼす集団社会的スキル教育の効果を事例的に検討した。その結鼠5名中1名では,社会的スキル教育の実施後に社会的スキル総得点が学年全体の平均水準まで上昇するとともに,孤独感も低下し,集団社会的スキル教育による改善効果が認められた。しかし,他の4名では社会的スキルの上昇は認められたものの,学年全体の平均水準までには達しなかった。また,これら4名の孤独感にも顕著な変化はみられなかった。3つの社会的スキル下位尺度の変化パターンから,社会的スキル総得点の低い生徒に対する集団社会的スキル教育は,少なくとも自分から積極的に仲間に働きかける関係参加行動の改善には有効であることが示唆された

Social skills education with the learning through work experience in a junior high school

中学生を対象としたソーシャルスキル教育について報告した.本研究で報告したソーシャルスキル教育の特色は7つあった.1.先行研究の少ない中学生を対象とした.2.職場体験学習と連動させながら展開した.3.学校の教師が授業者を務めた.4.1つのスキルについて3回の授業を通じて学びを深めていく授業展開を試みた.5.スキルの測定にロールプレイ法を用いた.6.ソーシャルスキル教育導入前の状態を2時点にわたって測定することで研究の内的妥当性を高めようと試みたり,教育活動中にも測定をくり返して授業進行とスキル習得のプロセスを検討したりした.7.生徒に授業評価を求めて,学校現場での活用可能性の高いプログラムの開発を目指した

Effects of popularity and characteristics of social behavior on free forming groups in young children

本研究では,幼児の自由な集団編成に及ぼす仲間からの人気度と社会的行動特徴の影響を検討するために,保育園における整列場面(幼児が自由に2人組あるいは3人組を編成する場面)の観察と,人気度及び社会的行動特徴の測定を行った。結果として,男児では,集団編成に人気度の影響は認められず,攻撃性の高い者ほど3人組で中央の位置を占めていることが示された。女児では,2入組を編成する際には,仲間から人気がある者及び社会的コンビタンスが高いとされる者ほど容易に集団編成を行うことが示された。また,3人組を編成する際には,攻撃性の高い者ほど容易に集団編成を行うこと,引っ込み思案で非攻撃的な者ほど3人組で中央の位置を占めていることが示された。幼児の自由な集団編成に及ぼす仲間からの人気度と社会的行動特徴の影響は,性別や編成する集団の人数によって異なることが示された

Occupational preference and evaluation of future self in high school and junior high school students

This study investigated the relationship between occupational preference and evaluation of future self about four areas (intellectual ability, interpersonal ability, athletic ability, and volition). One hundred and seventy-seven seventh-graders, 168 ninth-graders, and 225 eleventh-graders participated in this study. They were divided into one of the five groups (Investigative, Artistic, Social, Enterprising, Conventional) based on the occupational preference. Three-way ANOVA was conducted to examine whether there are different pattern of evaluation of future self among the five groups or not. Results were as follows: (1) Students in the investigative group evaluated their future intellectual ability, interpersonal ability, and volition higher than athletic ability. (2) Students in the artistic group evaluated their interpersonal ability higher than intellectual ability and volition. (3) Students in the social group evaluated interpersonal ability higher than the other three areas. (4) Students in the enterprising group evaluated interpersonal ability higher than intellectual ability. These results showed that there were different pattern of evaluation of future self among the occupational preference groups