寺坂 明子

type:Article 本研究は,研究知見に基づいて提唱された問題行動を起こりにくくする能動的な学級経営法について,教員養成課程の学生を対象にトレーニングを行い,その効果を学生の学級経営に対する効力感の変化から検討したものである。講座は教員養成課程の最終年度に開講される「教職実践演習」の一部の選択科目として行われ,5回の授業で構成された。結果から,トレーニング後に学級経営に対する効力感が有意に上昇し,且つ同時期に他の講座を受講したコントロール群との比較においても有意な差が認められた。また,効力感の変化とトレーニング内容の主観的理解度の間に相関があることが示された。 This study examined effectiveness of the classroom management training for pre-service teachers on their teacher efficacy. The training sessions was held as a selective short course at the final year of the undergraduate teacher education program. Results showed that teacher efficacy significantly increased after the training sessions. Also, teacher efficacy of the training group was significantly higher than the control group who attended another selective short course on an unrelated topic. The increase of efficacy in the training group was correlated with the subjective comprehension level of the training contents.

type:Article 本研究は感覚処理感受性の高い児童が困難を感じやすいと推測される具体的な学校場面を明らかにすることを目的として行なわれた。研究1では感覚処理感受性の高い大学生5名を対象としたフォーカスグループ・ミーティングにより小学生時に困難を感じた具体的な学校場面を明らかにした。研究2では大学生を対象としたアンケート調査によりこれらの場面における回想された苦痛度と現在の感覚処理感受性の高さとの関連を検討した。44項目中32項目で苦痛度と感覚処理感受性得点との相関が有意であり,うち感覚処理感受性高群で苦痛度の高かった17項目の因子分析から,困難場面には「心理社会的刺激に関する困難」と「物理的刺激に関する困難」の2つの側面があることが示唆された。 This study aimed to delineate potentially difficult school situations for children with high sensory processing sensitivity. Study 1 conducted a focus-group meeting targeting five undergraduate students with high sensory processing sensitivity to find specific school situations which they used to find difficult at elementary school. In study 2, 112 undergraduate students participated in the survey to examine the relation between recalled distress under these school situations and the current sensory processing sensitivity. Results showed that correlations between distress and scecory processing sensitivity were significant for 32 out of 44 items, and among those, students with high sensory processing sensitivity scored high distress on 17 items. An exploratory factor analysis suggested that there are psychosocial and physical aspects among these difficult school situations.

type:論文(Article) 中学生に対するストレスマネジメント教育およびソーシャルスキル教育について，2012 年から2021 年末の間に国内の学術雑誌に掲載された実践研究の動向をまとめた。ストレスマネジメント教育は，様々な学年を対象とし，保健体育や総合的な学習の時間を中心に，主に概念教育とリラクセーション技法が実施されていた。ソーシャルスキル教育については，1 年生を対象に主として道徳や総合的な学習の時間に実施されており，「聴き方」や「アサーション」に関する実践が多かった。

type:論文(Article) 本研究は，子ども用怒りの対処尺度を開発することを目的に行われたものである。小学5，6年生162 名（男子78名，女子84名）と中学1から3年生503 名（男子248名，女子255名）の合計665名分の質問紙のデータが分析において使用された。探索的因子分析および確認的因子分析を行った結果，7 因子構造が妥当であると判断された（問題解決思考，笑いへの転化，肯定的解釈，サポート希求，身体的沈静化，認知的回避および表出抑制）。これらの因子は，良好な内的一貫性（ω係数＝.73―.88）と良好な再検査信頼性（r＝.57―.77）を示した。そして，基準関連的尺度との相関関係の分析などにより，尺度の妥当性も確認された。学校段階および性別の分析を行った結果，認知的回避を除いたすべての下位尺度について，中学生の方が小学生と比較して，わずかに得点が高かった。また，笑いへの転化については男子の方が女子よりわずかに得点が高かった。その一方で，サポート希求に関しては，女子の方が男子より得点が高かった。

type:論文(Article)

This study investigated the relation between anger in the school context and stressors among elementary and junior high school children. The responses of 186 elementary school students and 294 junior high school students on the Japanese version of the Multidimensional School Anger Inventory, which consisted of Anger Experience, Hostility, Destructive Expression and Positive Coping subscales, and items for the stressors related to teacher, academics, friend, parent and self, were used.Hierarchical multiple regression analysis showed that teacher-related stressor significantly increased Hostility and Destructive Expression at school, and that Hostility moderated some of the impact of other stressors on behavioral expression of anger. Academic stressor had a significant effect on Destructive Aggression at junior high school age. Non-school-related stressors (parents-related and self-related) also had effects on cognitive and behavioral anger, depending on participants' gender and age level. Thus, together with building teacher-student rapport and reducing school stress, comprehensive approaches which include families and local communities would be needed to deal with anger-related problems and their prevention at school.本研究では，学校での怒りとストレッサーに関して小中学生で同一の尺度を用い，学校での怒りにストレッサーが及ぼす影響について検討することを目的とする。両者の関連を明らかにすることで，学校での怒りに影響を及ぼす外的要因に関する知見が得られ，小中学生の学校での怒りを理解する一助となり，怒りが学校不適応に結びつく場合の環境調整や心理的支援に役立つことが期待される。なお学校以外のストレッサーとして，小学校高学年，すなわち思春期という特徴を踏まえると，成長に伴って変化する自分自身に関するものと，親子関係の変化に伴うものが考えられる。本研究では，この2つの領域を加味したストレッサーと怒りとの関連を検討することとした。

The purpose of this study was to examine causal relationships between three aspects of children's anger (emotion, cognition, and behavioral expression), using two-wave panel design. Responses of 543 students (198 from elementary schools and 345 from junior high schools) at two time points to the Japanese version of the Multidimensional School Anger Inventory were analyzed. Results of structural equation modeling indicated differences in causal relationships between anger aspects, based on gender and age level. In elementary schoolboys, prior "positiv ecoping" predicted later decrease of "anger experience." In elementary schoolgirls, prior "destructive expression" predicted later increase of "anger experience", and prior "anger experience" predicted later decrease of "positivecoping." There was also a simultaneous negative influence of "hostility" on "positivecoping." In junior high schoolboys, prior "destructive expression" predicted later "anger experience" and "hostility." Moreover, "positive coping" simultaneously influenced "destructive expression." In junior high schoolgirls, there was a cross-lagged negative reciprocal causal relationship between "hostility" and "positive coping" as well as a simultaneous causal relationship from "hostility" to "anger experience." Although these differences based on children's gender and age level, suggested in this study, need to be further addressed in future studies, they could provide useful information for designing prevention and intervention plans.

This study developed the Japanese version of the Multidimensional School Anger Inventory (MSAI; Smith & Furlong, 1998). The MSAI was devised to assess anger in the school context from a multidimensional perspective, which includes Anger Experience (affective component), Cynical Attitude (cognitive component), Destructive Expression and Positive Coping (behavioral component). The responses of 3 443 students from elementary to high school, age 10 to 17 on the Japanese version of the MSAI were used in the analyses. Exploratory and confirmatory factor analysis identified that the four-factor structure of the J-MSAI was the same as for the original MSAI. The reliability of the scale was supported by internal consistency and test-retest stability for the subscales. The construct validity of the scale was supported by cross-instrument correlations. Furthermore, the results showed that junior high and high school students had higher scores for Cynical Attitude than elementary school students, whereas developmental level had little effect on Anger Experience and Destructive Expression.

本研究では，J-MSAIの短縮版を作成し，妥当性・信頼性を検証することを目的とする。

Anger-related problems have been drawing public attention for the last couple of decades. Research and practice have been conducted toward such problems; it is, however, not yet clear that what type of practice is appropriate to what type of children. There is a need to tailor the prevention and intervention program according to children's individual needs. This article describes the importance of the classificational understanding of anger among children, and develops an empirically-based typology of anger for Japanese children, using multi-variables including chronic anger (hostility and irritability), anger experience, destructive expression, and positive coping. Survey is carried out at two points of time, in elementary school and in junior high school, for the same population. Seven subtypes are considered to be appropriate by two-stage clustering procedure, hierarchical and K-means; they are labeled as "Extreme Anger subtype", "Prosocial subtype", "Socialized-Aggressive subtype", "Suppressive subtype", "High-Arousal Low-Coping subtype", "Hostile/Irritable subtype", and "Low-Arousal High-Coping subtype". Four of these subtypes found in this study show similar profile patterns as the ones in the previous study in the literature. Also, significant difference on depressive mood among these clusters is found. Finally, prevention and intervention approaches for each subtype are suggested.