The Japanese Journal of Educational Psychology最新文献_第5页

Conceptualization and Measurement of Beliefs About Effort 关于努力信念的概念化和测量

The Japanese Journal of Educational Psychology Pub Date : 2022-03-30 DOI: 10.5926/jjep.70.19

M. Toyama, Masato Nagamine, Akira Asayama

引用次数: 2

Development of a Self-Rating Scale for Measuring Gratitude-Expression Skills 感恩表达能力自评量表的研制

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.339

Tomohiro Sakai, A. Aikawa

引用次数: 4

Practical Consequences of Chained Equating 链式方程的实际结果

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.353

Ikko Kawahashi

{"title":"Practical Consequences of Chained Equating","authors":"Ikko Kawahashi","doi":"10.5926/jjep.69.353","DOIUrl":"https://doi.org/10.5926/jjep.69.353","url":null,"abstract":"In the present study, a common examinee design was used to verify the equating error and practical consequences of the chained equating method, from the viewpoint of model misﬁt. The factors of model misﬁt that were selected were (a) the non-normality of the ability distribution of common examinees, and (b) differential item functioning (DIF). The independent variables were the change in the ability distribution of the common examinees, the number of equating chains, and the type and degree of differential item functioning. The evaluation criteria were the bias and standard error of the estimated scaled scores and the accuracy of classifying the examinees into 4 categories. A simulation study examined inﬂuences of the 3 independent variables. The results indicated the following: (a) 99 % of the variance of the estimated scaled scores was random error, (b) using a DTM (difference that matters) criterion, the 3 factors did not cause a bias that was problematic in practice, (c) the number of chains had the greatest inﬂuence on the standard error, so that if the number of chains was 4 or more, a standard error exceeding the DTM criterion was likely to occur, and (d) the accuracy of classifying the examinees into the 4 categories was hardly affected by the 3 factors.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115993111","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

Development of a Children’s Behavioral Inhibition Questionnaire – Japanese Version 儿童行为抑制问卷的开发-日文版

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.382

Takahito Takahashi, S. Ishikawa, Shoji Sato

引用次数: 3

Developmental Differences in English Vocabulary Learning Strategies: 英语词汇学习策略的发展差异

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.366

Nao Uchida

引用次数: 6

Judgments of the Legitimacy of Community Rules, Including Rules Regulating Individual Concerns: 社区规则的合法性判断，包括规范个人利益的规则

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.396

Y. Kinoshita

引用次数: 3

Responses of Elementary School Second Graders to Friends’ Expressions of Negative Emotions During Different Learning Activities 小学二年级学生在不同学习活动中对朋友负性情绪表达的反应

The Japanese Journal of Educational Psychology Pub Date : 2021-12-30 DOI: 10.5926/jjep.69.421

Y. Ashida

{"title":"Responses of Elementary School Second Graders to Friends’ Expressions of Negative Emotions During Different Learning Activities","authors":"Y. Ashida","doi":"10.5926/jjep.69.421","DOIUrl":"https://doi.org/10.5926/jjep.69.421","url":null,"abstract":"The present study explored the response of elementary school students to friends who were expressing negative emotions. Observations in a second-grade classroom (class members: 16 boys, 17 girls) recorded 13 instances in which a student expressed negative emotions during a period of approximately 5 months. The other students ' remarks and the direction of their gaze when a friend expressed negative emotions were then examined in relation to the students ' emotional competence (high or low) and the type of learning activity that they were engaged in at the time (subject or non-subject learning). The analysis revealed that, during non-subject learning, the students in both emotional competence groups made positive comments toward a friend who was expressing negative emotions. However, when engaged in subject learning, the students in the high emotional competence group were unresponsive to their friend. Additionally, when engaged in subject learning, the students, regardless of their emotional competence, tended to criticize positive remarks made to their friend who was expressing negative emotions, because those comments distracted from the learning activity. These ﬁndings suggest that students ' response to a friend who is expressing negative emotions differs, depending on the type of learning activity that the students are engaged in.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126557536","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

Effects of Class Size and Provision of Learning Goals and Feedback on Students’ Two-Year Achievement Trajectories: 班级规模、学习目标提供与反馈对学生两年学业成就轨迹的影响

The Japanese Journal of Educational Psychology Pub Date : 2021-09-30 DOI: 10.5926/jjep.69.297

Koyo Yamamori, Masaru Tokuoka, Y. Hagiwara, Yoshihiro Oouchi, K. Nakamoto, Takamichi Isoda

{"title":"Effects of Class Size and Provision of Learning Goals and Feedback on Students’ Two-Year Achievement Trajectories:","authors":"Koyo Yamamori, Masaru Tokuoka, Y. Hagiwara, Yoshihiro Oouchi, K. Nakamoto, Takamichi Isoda","doi":"10.5926/jjep.69.297","DOIUrl":"https://doi.org/10.5926/jjep.69.297","url":null,"abstract":"The present study analyzed elementary school students ' achievement trajectories in social studies between the fourth and fifth grades as a function of class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. The data included the scores on standardized achievement tests that were administered around the beginning of the fourth, fifth, and sixth grades to 1 , 672 students from 50 schools whose class size remained constant in the fourth and ﬁfth grades, forming panel data that also included data on class size and teachers ' presentation of achievement goals and feedback about the attainment of learning goals. Multilevel analysis with a model postulating 3 levels (pupils, classes, and schools) was performed to ascertain effects of class size, frequency of teachers ' provision of learning goals and feedback about the attainment of learning goals, and the interaction of these measures on students ' achievement scores in, separately, the fourth and ﬁfth grades, and in the two-year period from the fourth through ﬁfth grades, in relation to the students ' prior achievement level. The results indicated that when students who scored at a lower level on the earlier achievement test were placed in smaller classes in both years and were taught by homeroom teachers who frequently provided learning goals and feedback about the attainment of learning goals, they showed greater advancement of achievement on the test taken after the two-year period than did the students in the other conditions.","PeriodicalId":309462,"journal":{"name":"The Japanese Journal of Educational Psychology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114604272","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: 3

Effects of an Interdependent Group Contingency Aimed at Encouraging “Tootling” in Regular Elementary School Classes 旨在鼓励小学普通课堂“吹口哨”的相互依存群体偶然性的影响

The Japanese Journal of Educational Psychology Pub Date : 2021-09-30 DOI: 10.5926/jjep.69.317

Kayo Iwamoto, S. Sonoyama

引用次数: 3

Effects of Non-First-Person Self-Talk on Self-Regulation: 非第一人称自我对话对自我调节的影响

The Japanese Journal of Educational Psychology Pub Date : 2021-09-30 DOI: 10.5926/jjep.69.229

Takahiro Shimizu, Masato Nagamine, M. Toyama

引用次数: 4