Osaka Kyoiku University Researcher Information
日本語 | English
Curriculum Vitaes
Profile Information
- Affiliation
- Professor, Division of General Education, Osaka Kyoiku University
- Degree
- M.A.(The University of Tokyo)教育学修士(東京大学)
- Researcher number
- 70243376
- ORCID ID
https://orcid.org/0000-0001-6919-7241
- J-GLOBAL ID
- 200901090191256309
- researchmap Member ID
- 5000025810
- External link
Major Research Interests
6Research Areas
1Research History
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Apr, 2010
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Apr, 2007
Education
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Apr, 1987 - Sep, 1991
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Apr, 1985 - Mar, 1987
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Apr, 1981 - Mar, 1985
Awards
2Papers
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Psychology, 14(12) 1810-1826, Dec, 2023 Peer-reviewedLast author
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Journal of Moral Education, Oct 2, 2023 Peer-reviewedLast author
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未来の保育と教育-東京未来大学保育・教職センター紀要, 9 35-50, 2022 Peer-reviewedLast author
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日本教育工学会論文誌, 45(Suppl) 193-196, Dec 20, 2021 Peer-reviewedLast authorCOVID-19パンデミックの影響により,世界中の大学が2020年3~4月頃に急遽遠隔での授業に切り替えることを余儀なくされた.そのため学生は,より主体的な学習やモチベーションの調節を求められた.自己決定理論(SDT)によれば,有能感,自律性,社会的関係性の3つの基本的心理欲求の充足が内発的動機に影響を与えるとされている.しかし,パンデミック状況下における学習においても同様かは定かではない.したがって,特殊な環境での学習者の基本的心理欲求の充足と内発的動機について検討することは重要な課題である.本研究の目的は,コロナ禍中での緊急遠隔学習という文脈下で,SDT における基本的心理欲求の充足度と内発的動機の関係を国内の大学生・大学院生564名を対象に調査した.分析の結果,コロナ禍中の学習においてもSDTを支持する結果が得られ,理論の普遍性が示された.
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PLOS ONE, 16(10) e0257346-e0257346, Oct 6, 2021 Peer-reviewedDue to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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Technology, Knowledge and Learning, Aug 8, 2020 Peer-reviewed
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道徳性発達研究, 14 64-70, 2020 Peer-reviewedLead author
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Pastoral Care in Education, 36(2) 141-153, Apr 3, 2018 Peer-reviewedLast author
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Japanese Journal of Morality Development, 12 17-24, 2018 Peer-reviewedLast author
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The Japanese Journal of Educational Psychology, 66(1) 1-13, 2018 Peer-reviewedLast author<p> The purpose of the present study was to examine sequential relations between items of the Value-Intention Scale (VIS), which measures 6 types of personal values based on Spranger's (1950) theory. An analysis method, Sequential Relation Analysis (SRA), was developed to enable judgments of sequential relations between items. In Sequential Relation Analysis, each pair of items is examined to determine whether the relation between them is sequential or equal. If there is a higher correlation and a larger mean difference between them than the defined criteria, the relation between them is judged to be sequential. If there is a higher correlation and a smaller mean difference than the defined criteria, the relation between them is judged to be equal. Treegrams were drawn to enable visualization of the sequential and equal relations. Participants (320 university students: 156 men, 164 women; average age, 20.0 years) completed the Value-Intention Scale. Sequential Relation Analysis was applied to the resulting data. Six treegrams for the 6 subscales (theoretical, economic, aesthetic, religious, social, and political) of the Value-Intention Scale were drawn. Some characteristic sequential relations were found, which accords with Spranger's theory.</p>
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Psychology, 09(06) 1412-1425, 2018 Peer-reviewedLast author
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Psychological Test and Assessment Modeling, 59 135-156, 2017 Peer-reviewedLast author
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Early Child Development and Care, 189(7) 1051-1062, 2017 Peer-reviewedLast author
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The Annual Report of Educational Psychology in Japan, 54 259-265, 2015 Invited
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24(24) 21-37, 2015 Peer-reviewedLast author
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Psychological Test and Assessment Modeling, 56 304-313, 2014 Peer-reviewed
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RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN, 51(2) 257-269, 2013 Peer-reviewedThe purpose of this study is to evaluate the effectiveness of a mixed aged kindergarten play activity by observing the behavior of its participants. Two groups of children; pre-kindergarten-aged children (PKC) and 5 year-old children (5YO) were each paired and guided to participate in an activity. Behavior and speech of both parents and paired groups were observed and recorded for analysis by M-GTA. A range of interactions between parents and 5YO were recorded which inferred much about parents' emotional responses, commitment to participation and their understanding of child development. By examining the results chart it was possible to speculate on ways to improve the play activity and gain a better understanding of what characteristics are required to make a successful play program in the future.
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Asia-Pacific Journal of Research in Early Childhood Education, 6 1-21, 2012 Peer-reviewedLast author
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Japanese Journal of Morality Development, 7 65-73, 2012 Peer-reviewedLast author
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The Japanese journal of labour studies, 53(2) 103-114, 2011 Peer-reviewed
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The Annual Report of Educational Psychology in Japan, 49 55-66, 2010 InvitedLead author
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RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN, 45(2) 146-156, 2007 Peer-reviewedThe purpose of this paper is to investigate the beliefs on cross-gender collaborative infant rearing among fathers, mothers and teachers of infants at day-care centers. This study analyzed a part of data-set including answers of questionnaires from 6, 618 fathers, 8, 523 mothers, and 2, 356 teachers at day care centers in randomly selected cities in Japan. The results showed that(1)parents and teachers were inclined to agree with opinions for cross-gender collaborative infant-rearing in comparison to the pre-known average of ordinary adults. (2)Full-time teachers, parents working full-time and parents of children younger than three expressed more positive attitudes on the cross-gender collaboration. (3)The correlation coefficients between beliefs of fathers, mothers, and teachers at a day-care center were quite higher. Further investigations should be needed to reveal the reasons for the significant correlations of their beliefs.
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The Japanese journal for the education of young children, 15(15) 119-128, 2006 Peer-reviewed
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BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 72 105-118, Mar, 2002 Peer-reviewedBackground. Recent research has highlighted the issue of bullying in schools. However, little attention has been paid to, the knowledge and beliefs of trainee teachers, who will hold a key position in reducing the problem of bullying in schools. Aims. To determine (i) trainee teachers' beliefs about some aspects of school bullying; (ii) their recommended strategies for pupils to cope; (iii) their confidence in dealing with bullying issues as future teachers; (iv) the value of specific aspects of training; (v) the importance for these of sex, and primary/secondary training. Sample. This comprised 270 students enrolled on either a one-year postgraduate Certificate in Education (PGCE) course (N=197) or a four-year degree in education (BEd) course (N=73). Age ranged from 18-51 years (mean=28 years). Methods. Questionnaire completed and returned within a 2-week period. Results. Bullying was seen as an important issue. Some aspects of trainee teachers' knowledge of bullying were accurate, others less so. Telling teachers, and parents, were the strategies most highly recommended to pupils. The great majority were in favour of teacher training courses incorporating information regarding ways of combating bullying. However, they had less confidence about their ability to deal with bullying. Respondents expressed more confidence when dealing with victims rather than bullies and working with the parents of victims rather than the parents of bullies. Conclusion. It is important that teacher-training programmes incorporate information about school bullying, and are designed to take account of existing knowledge, and areas in which trainee teachers may feel less confident.
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鳥取大学教育地域科学部紀要(教育・人文科学), 2(2) 59-75, 2001 Lead author
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Peer Support Networker, (Issue 13) p3, 1999 InvitedLead author
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Tottori University journal of the Faculty of Education and Regional Sciences. Educational Science and the Humanities, 1(1(1)) 93-103, 1999
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The Japanese Journal of Developmental Psychology, 4(4(1)) 25-33, 1993 Peer-reviewedLead authorOne important issue in early childhood' mainstreaming' practices is how to improve peerrelation between mentally retarded and non-retarded children (non-MR). To contribute to a solution for this problem, we interviewed non-MR preschoolers about their attitudes toward mildly mentally retarded young children (MR), and asked also about their reasons for these attitudes. Three young children (2 non-MR and 1 MR) were chosen as target persons at each of 6 nurseries. In total, 210 children (104 4-year-olds and 106 5-year-olds) from the 6 nurseries participated. For instance, they were asked whether and why they would want to hold hands with each of the targets when on a walk, and lunch together, etc. The results showed no consistant tendency in attitudes toward non-MR and MR targets. There was a significant interaction of age, sex, and social contact, on children's attitudes toward MRs vs. non-MRs. But there were no significant main effects. The subjects referred to MR more than to non-MR citing the targets' abilities when explaining thier attitudes. They referred to non-MR more than to MR citing the targets' characteristics when they didn't prefer targets.
Misc.
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The Proceedings of the Annual Convention of the Japanese Psychological Association, 79 JPAS-004-JPAS-004, 2015
Major Books and Other Publications
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John Wiley & Sons (Wiley-Blackwell), May, 2021 (ISBN: 9781118482728)
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Routledge, Nov, 2020 (ISBN: 9780367202422)
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Cambridge University Press: Cambridge, U.K., Apr, 2016 (ISBN: 9781108449182)
Major Presentations
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Bullying Research Symposium Vienna 2020, Nov 7, 2020 Invited
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International Conference on Prevention and Intervention of School Bullying, Oct 14, 2019 Invited
Professional Memberships
6Research Projects
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科学研究費助成事業, 日本学術振興会, Apr, 2023 - Mar, 2027
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Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C), Japan Society for the Promotion of Science, Apr, 2021 - Mar, 2025
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2019 - Mar, 2023
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2019 - Mar, 2023
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2018 - Mar, 2023