发布求助
文献互助 智能选刊 最新文献

The Japanese Journal of Educational Psychology最新文献

筛选
英文 中文
Development of Japanese Versions of the Mind Wandering: Deliberate and Mind Wandering: Spontaneous Scales 日本版走神的发展:故意走神和自发走神
The Japanese Journal of Educational Psychology Pub Date : 2019-06-30 DOI: 10.5926/jjep.67.118
Akina Yamaoka, S. Yukawa
{"title":"Development of Japanese Versions of the Mind Wandering: Deliberate and Mind Wandering: Spontaneous Scales","authors":"Akina Yamaoka, S. Yukawa","doi":"10.5926/jjep.67.118","DOIUrl":"https://doi.org/10.5926/jjep.67.118","url":null,"abstract":"Many studies have been done recently on the topic of mind wandering. The importance of distinguishing between intentional mind wandering and unintentional mind wandering has been emphasized. In the present study, Japanese versions of the Mind Wandering: Deliberate (MW-D) and the Mind Wandering: Spontaneous (MW-S) scales (Carriere et al., 2013 ) were developed, and the reliability and validity of the scales were examined. Undergraduates ( N ＝ 357 ) completed the questionnaire. Analysis of the scores confirmed a 2 -factor structure similar to the original English version. Moreover, the reliability and validity of the scales were confirmed using both questionnaire and experimental data from 60 participants. The present study demonstrated that the Japanese versions of the Mind Wandering: Deliberate and the Mind Wandering: Spontaneous scales had acceptable reliability and validity.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126180324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Development and Evaluation of a Life-Career Resilience Program for Finding Employment and Stability in the Workplace for People With Disabilities 残障人士在工作场所寻找就业和稳定的终身职业弹性计划的发展和评估
The Japanese Journal of Educational Psychology Pub Date : 2019-03-30 DOI: 10.5926/jjep.67.26
Miho Takahashi, Yuhei Suzuki
{"title":"Development and Evaluation of a Life-Career Resilience Program for Finding Employment and Stability in the Workplace for People With Disabilities","authors":"Miho Takahashi, Yuhei Suzuki","doi":"10.5926/jjep.67.26","DOIUrl":"https://doi.org/10.5926/jjep.67.26","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114467405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effective Interaction Processes in Cooperative Problem Solving for Facilitating Children’s Deeper Understanding of Mathematical Concepts 合作解决问题的有效互动过程促进儿童对数学概念的深入理解
The Japanese Journal of Educational Psychology Pub Date : 2019-03-30 DOI: 10.5926/jjep.67.40
H. Sumida, Toshiaki Mori
{"title":"Effective Interaction Processes in Cooperative Problem Solving for Facilitating Children’s Deeper Understanding of Mathematical Concepts","authors":"H. Sumida, Toshiaki Mori","doi":"10.5926/jjep.67.40","DOIUrl":"https://doi.org/10.5926/jjep.67.40","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
What Kinds of Classroom Environments Affect Relations Between Inter-Peer-Group Status and Subjective School Adjustment? 何种课堂环境影响同伴群体地位与主观学校适应的关系?
The Japanese Journal of Educational Psychology Pub Date : 2019-03-30 DOI: 10.5926/jjep.67.1
Kumpei Mizuno, M. Hidaka
{"title":"What Kinds of Classroom Environments Affect Relations Between Inter-Peer-Group Status and Subjective School Adjustment?","authors":"Kumpei Mizuno, M. Hidaka","doi":"10.5926/jjep.67.1","DOIUrl":"https://doi.org/10.5926/jjep.67.1","url":null,"abstract":"The aim of the present study was to clarify moderating effects of classroom climate on the relation between inter-peer-group status and subjective school adjustment. Participants were 7 th to 9 th grade students ( N ＝1 , 417 ), in 46 classrooms in 3 Japanese public schools. The data were obtained from self-reports. The classroom climates measured were (a) natural self-disclosure, and (b) friction between classmates. Status hierarchy was calculated from the standard deviation of inter-peer-group status in each classroom. Multilevel analysis revealed that the 2 types of classroom climate did not moderate relations between inter-peer-group status and the existence of tasks and purposes, but status hierarchy moderated this relationship. A simple slope test showed that, only in strong status hierarchy classrooms, the students in the higher status peer groups tended to report a higher existence of tasks and purposes. The discussion deals with differences between classrooms in terms of inter-peer-group status and subjective school adjustment, and the role of status hierarchies.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"72 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114014053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Effects of Reading Aloud and Subvocalization on Text Comprehension and Eye Movements 朗读和默读对文本理解和眼球运动的影响
The Japanese Journal of Educational Psychology Pub Date : 2019-03-30 DOI: 10.5926/jjep.67.12
Aiko Morita, Maiko Takahashi
{"title":"Effects of Reading Aloud and Subvocalization on Text Comprehension and Eye Movements","authors":"Aiko Morita, Maiko Takahashi","doi":"10.5926/jjep.67.12","DOIUrl":"https://doi.org/10.5926/jjep.67.12","url":null,"abstract":"The present study examined effects of reading aloud and subvocalization on text comprehension and eye movements, and also effects of type of subvocalization. In Experiment 1 , after 24 undergraduate students read sentences in 4 different experimental conditions: reading aloud, reading silently, reading with subvocalization, and reading without subvocalization, they completed verbatim memory and comprehension tests. The participants had lower scores on the verbatim memory test when they had read without subvocalization, which suggests that subvocalization may contribute to the retention of verbatim memories. The procedure of Experiment 2 was identical to that of Experiment 1 , except that the participants ( 23 undergraduate students) did not complete the verbatim memory test. Their performance on the comprehension test was lower after the condition in which they read without subvocalization than after they read with subvocalization. The analysis of the data revealed 2 types of readers: a full-subvocalization type and a minimal-subvocalization type. The performance of the latter type of readers was not lower when they read without subvocalization; furthermore, they had high performance in the silent reading condition, and their eye movement data indicated that they did more regressions. These results suggest that readers who do minimal subvocalization may move their eyes more freely and do more efficient silent reading.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114207436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education on Risk Prediction and Crisis Response After Disasters: 灾后风险预测及危机应变教育:
The Japanese Journal of Educational Psychology Pub Date : 2019-03-30 DOI: 10.5926/jjep.67.54
Junko Toyosawa, Tadahiro Motoyoshi, Hiroki Takehashi, Masayo Noda
{"title":"Education on Risk Prediction and Crisis Response After Disasters:","authors":"Junko Toyosawa, Tadahiro Motoyoshi, Hiroki Takehashi, Masayo Noda","doi":"10.5926/jjep.67.54","DOIUrl":"https://doi.org/10.5926/jjep.67.54","url":null,"abstract":"In the present study, education on emergency responding after disasters was conducted at 2 elementary schools, in order to teach the students how to predict risks and how to respond in crises. The participants, 281 second graders, studied with multimedia teaching materials which included information about possible dangers when an earth-quake occurs in their everyday life, such as on their way to school or while they were sleeping, and ways to protect themselves after disasters. Together with their guardians, they completed homework assignments that considered possible risks when disasters occur when they are on their way to school or in their sleeping area. Because of the young age of the participants, both numerical subjective ratings and free descriptions were evaluated. The results generally confirmed that the children had learned from this experience. The discussion deals with the importance of children learning not only possible dangers relating to disasters, but also ways to protect themselves, and with the importance of learning in cooperation with their guardians.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133141714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Group Social Skills Training and Attention Training for Elementary and Middle School Children in High and Low Reward Sensitivity Groups: 高、低奖励敏感组中小儿童群体社交技能训练与注意力训练
The Japanese Journal of Educational Psychology Pub Date : 2018-12-30 DOI: 10.5926/jjep.66.300
Chihaya Osawa, Rui Hashimoto, H. Shimada
{"title":"Group Social Skills Training and Attention Training for Elementary and Middle School Children in High and Low Reward Sensitivity Groups:","authors":"Chihaya Osawa, Rui Hashimoto, H. Shimada","doi":"10.5926/jjep.66.300","DOIUrl":"https://doi.org/10.5926/jjep.66.300","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116453418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Motivation Toward Formation and Maintenance of Relationships With Teachers and Seeking Help From Teachers 与教师建立、维持关系及向教师寻求帮助的动机
The Japanese Journal of Educational Psychology Pub Date : 2018-12-30 DOI: 10.5926/JJEP.66.263
Nakai Daisuke
{"title":"Motivation Toward Formation and Maintenance of Relationships With Teachers and Seeking Help From Teachers","authors":"Nakai Daisuke","doi":"10.5926/JJEP.66.263","DOIUrl":"https://doi.org/10.5926/JJEP.66.263","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115404371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Regulatory Focus and Task Performance: 规管重点及工作表现:
The Japanese Journal of Educational Psychology Pub Date : 2018-12-30 DOI: 10.5926/JJEP.66.287
M. Toyama, L. Tang, Masato Nagamine, Ryo Kurozumi, Shuhei Miwa, A. Aikawa
{"title":"Regulatory Focus and Task Performance:","authors":"M. Toyama, L. Tang, Masato Nagamine, Ryo Kurozumi, Shuhei Miwa, A. Aikawa","doi":"10.5926/JJEP.66.287","DOIUrl":"https://doi.org/10.5926/JJEP.66.287","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122888862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Relations Between Effects of Feelings of School Avoidance From Their Internal Working Model and Class Functioning: 回避学校情绪的内部工作模式效应与班级功能的关系
The Japanese Journal of Educational Psychology Pub Date : 2018-12-30 DOI: 10.5926/JJEP.66.276
Akiho Sakita, Yasumasa Kosaka
{"title":"Relations Between Effects of Feelings of School Avoidance From Their Internal Working Model and Class Functioning:","authors":"Akiho Sakita, Yasumasa Kosaka","doi":"10.5926/JJEP.66.276","DOIUrl":"https://doi.org/10.5926/JJEP.66.276","url":null,"abstract":"","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123716092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信