Osaka Kyoiku University Researcher Information
日本語 | English
Curriculum Vitaes
Profile Information
- Affiliation
- Vice-President, Professor, Faculty of School Educaiton, Osaka Kyoiku University
- Degree
- (BLANK)(University of Tsukuba)
- Contact information
- hmizunocc.osaka-kyoiku.ac.jp
- Researcher number
- 80282937
- J-GLOBAL ID
- 200901082146072296
- researchmap Member ID
- 5000009947
Research Interests
5Research History
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Apr, 2007
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Oct, 2003 - Mar, 2007
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Apr, 2002 - Sep, 2003
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Apr, 1996 - Mar, 2002
Committee Memberships
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Jun, 2024 - Present
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Apr, 2024 - Present
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Jun, 2023 - Present
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Dec, 2022 - Present
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Jan, 2021 - Present
Awards
2Papers
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Japanese Psychological Research, Dec 31, 2023 Peer-reviewedLast author
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Japanese Journal of Counseling Science, 56(2) 79-107, Dec, 2023 Peer-reviewedLast author
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Japanese Journal of School Psychology, 21(1) 21-34, Mar, 2022 Peer-reviewedInvitedLast author
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大阪教育大学紀要. 総合教育科学, 70 35-42, Feb 28, 2022 Peer-reviewedLead authortype:Article 小学校・中学校教員を対象にウイズコロナ時代の学級経営のニーズと情緒的消耗感の関連を明らかにするために,中学校教員111名,小学校教員244名,合計355名を対象に調査を実施した。教員の子ども指導に対するニーズ尺度は学習活動,問題行動,家庭環境の3因子が抽出された。教員の子どもの指導に対するニーズ尺度の下位尺度,学習活動,問題行動,家庭環境,性別,学校種,学級担任の有無,経験年数,教員の居住地(東日本,西日本)を独立変数,情緒的消耗感を従属変数とする重回帰分析が実施された。その結果,学習活動,問題行動が情緒的消耗感に正の影響,男性教員より女性教員の情緒的消耗感が高いことが明らかになった。 The purpose of this study was to investigate elementary and junior high school teachers' needs with classroom management and their emotional exhaustion. 111 Junior high school teachers and 244 elementary school teachers (355 in total) answered the online questionnaire in March 2021. The Scale for need for teachers' guidance to student revealed 3 factored-structure: academic activity, behavioral problems, and family environment. In order to clarify the predictors of teachers' emotional exhaustion, multiple regression analysis was conducted. The results indicated that academic activity and behavioral problems were positively related to teachers' emotional exhaustion and female teachers tended to have higher scores of emotional exhaustion compared to male teachers.
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Japanese Journal of School Psychology, 20(1) 13-19, Dec, 2020 Peer-reviewedInvitedLast author
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The Japanese Journal of Classroom Management Psychology, 9(1) 39-51, Mar, 2020 Peer-reviewedLast authorThis study examined reliability and validity of Classroom-Based School Life Orientation Scale. The scale was created from the results of a survey to 644 pupils in the 5th and 6th grades asking about how they like to live life in the classroom group. The following 5 factors were found from the answers: other-focus, teacher-focus, self-focus, enjoyment-focus and close-friend-focus. Inter consistency of these factors proved the scale reliability. Relation between the factors and classroom climate showed the validity of the scale. Regarding gender differences, girls had higher scores on other-focus, and boysʼ scores were higher on self-focus and enjoyment-focus. Difference in school years was as follows: 5th graders had higher scores on other-focus and teacher-focus, while 6th gradersʼ scores were higher on enjoyment-focus.
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The Japanese Journal of Educational Counseling, 10(1) 1-10, 2020 Peer-reviewedA scale was developed to examine elementary school children’s perspectives on bullying and its factor structure, reliability and validity were examined. A questionnaire survey was conducted with fourth to sixth graders (N=599) about their perspectives on bullying. Explanatory factor analyses (maximum likelihood procedure, promax rotation) were conducted and the factor structure was refined. As a result, the “Scale of Elementary School Children’s Perspectives on Bullying,” which consists of three factors and 11 items, was developed. The factors were: “Limited acceptance for the bullying,” “A keen sense of bullying,” and “Solvability for the bullying.” Furthermore, adequate reliability and validity of the scale were confirmed.
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Japanese Journal of Counseling Science, 52(1) 33-46, Jun 30, 2019 Peer-reviewedThe aim of this study was to examine the school management, team support system, the relationship between the psychology profession utilization and team support behavior. Thus, we conducted a questionnaire survey 1,996 faculty and staff members of the elementary, middle and high-special needs schools. As a result, common effects between managerial positions and general teachers (including chief personnel) were suggested; in addition, different effects were also suggested. In managerial positions, Behavior Involvement in the Team Support of the team support behavior was strongly effected by Information Sharing and Problem-solving of the management committee. On the other hand, among regular teachers it was strongly effected by Utilization System of Grade Meetings and Committee of team support system. Therefore, in order to realize “school as a team”, it was suggested that it is necessary to improve the function of information sharing and problem-solving by managerial positions, and to construct the utilization system of grade meetings and committees by the chief personnel.
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Japanese Journal of Choild Abuse and Neglect, 20(2) 220-226, Sep 7, 2018 Peer-reviewed
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Psychology, 9(06) 1412-1425, Jun 29, 2018 Peer-reviewedLead author
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Toukai Journal of Psychology, 12(1) 2-11, Mar 26, 2018 Peer-reviewedInvited
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The Proceedings of the Annual Convention of the Japanese Psychological Association, 81 SS-036-SS-036, Sep 20, 2017
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The Annual Report of Educational Psychology in Japan, 56 243-249, Mar, 2017 Invited
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Memories of Osaka kyoiku University, 65(2) 271-283, Feb 1, 2017
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Memories of Osaka Kyoiku University, 65(2) 259-270, Feb 1, 2017
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Japanese Journal of Counseling Secience, 50(1) 23-31, Feb, 2017 Peer-reviewedLast author
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The Japanese Journal of Classroom Management Psychology, 5(1) 9-18., Apr, 2016 Peer-reviewed
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5(1) 39-52, Apr, 2016 Peer-reviewed
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Japanese Journal of Community Psychoology, 19(1) 77-93, Aug, 2015 Peer-reviewed
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The Proceedings of the Annual Convention of the Japanese Psychological Association, 78 SS-038-SS-038, Sep 10, 2014
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Annual Report of Japanese Association of School Psychologists, (6) 5-12, Mar, 2014 Peer-reviewed
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学級経営心理学研究, 3(1) 95-104, Mar, 2014 Peer-reviewed
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62(2) 119-120, Feb, 2014
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大阪教育大学紀要第ⅳ部門教育科学, 62(2) 131-141, Feb, 2014
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Japanese Journal of Educational Psychology, 62(3) 173-186, 2014 Peer-reviewedThe present study investigated the process of students' seeking help from a student counseling service for depression and suicidal ideation, and related factors. Japanese university and college students (N = 758) completed a self-report questionnaire that included measures of help-seeking behavior for hypothetical problems (depression and suicidal ideation), the seriousness of the problem, attitudes toward seeking counseling, self-esteem, depressive symptoms, social support, and demographic variables. The results of logistic regression analysis indicated that gender (female), social support, and the seriousness of the problem were positively correlated with willingness to seek help. Seeking help from a student counseling service for suicidal ideation was positively correlated with gender (male), the seriousness of the problem, and attitudes toward seeking counseling. Implications of these findings for intervention strategies that focus on the process of help-seeking behavior were discussed.
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The Japanese Journal of Clasroom Management Psychology, 2(1) 60-67, Apr, 2013 Peer-reviewed
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コミュニティ心理学研究, 16(2) 198-201-201, Mar, 2013
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61(2) 235-247, Feb, 2013Relationships between students' ideal images from their classes and school morale were investigated. The inventory of Elementary school students' images for the ideal classes was developed using Sixth grade elementary school students' (n = 103) responses to a questionnaire. Factor analysis of the responses identified four factors: "Studies and discipline", "Class cohesiveness", "Human relationships" and "Enjoyment". Then, sixth graders (n = 148) responded to the Questionnaire designed to examine the relationship between students' images for the ideal classes and school morale. Results indicated that "human relationships" was positively related to the School Morale Questionnaire subscale scores for "class climate," and "relationships between classmates." Moreover, " Studies and discipline" and " class cohesiveness" were positively related to the School Morale Questionnaire subscale score for "study motivation."
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Japanese Journal of Counseling Science, 45(1) 29-39, 2012 Peer-reviewedThe purpose of the present study was to examine factors affecting teacher training students' "helpseeking preferences" related to teaching practices in Japan. "Conversation skills" and "self-esteem" were classified as individual factors. Recognition of "supervisor's leadership", "collaborated climate", and "bother or anxiety pertaining to teaching" were classified as environmental and situational factors. The responses to a questionnaire survey were obtained from 268 teacher training students in Japan. The results are as follows: (1) Among male and female teacher training students, when the teacher training students felt that their "self-expression skills" were strong, they realized that their "help-seeking preferences" were strong as well. (2) Among male and female teacher training students, when the teacher training students experienced grave "relational problems with teachers," they felt that their "help-seeking preferences" were not strong. (3) Among male teacher training students, when the teacher training students experienced heightened "problems with classroom administration," they recognized that their "help-seeking preferences" were strong. However, when the teacher training students experienced grave "relational problems with their students," they felt that their "help-seeking preferences" were not strong. (4) Among female teacher training students, when the teacher training students received helpful "guidance from their supervisors", they felt that their "help-seeking preferences" were strong. On the basis of these results, we discussed the formulation of an ideal method to improve the intentionality and performance toward "team support" among the teacher training students.
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Japanese Journal of Clinical Psychology, 12(1) 80-85-85, Jan, 2012 Peer-reviewed
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Japanese Journal of Counseling Science, 44(2) 148-157, Jun, 2011 Peer-reviewedThe purpose of this study was to examine the relationships among college students' emotional competence, negative cognition of mental disorders, and treatment fearfulness towards counselors. Three hundred fifty five students were asked to fill out a questionnaire. Researchers collected three hundred twenty five questionnaires and excluded those not completely filled. A total of two hundred ninety one usable responses were finally obtained. The Emotional Competence Scale was analyzed using a factor analysis. It revealed two factors: "Openness and Recognition of One's Emotions" and "Valuing One's Emotional Feelings." A factor analysis on the negative cognition of mental disorder scale yielded three factors: "Lack of Endurance," "Lack of Effort," and "Denying One's Depressive Feelings." The treatment fearfulness of college counselors was assessed using items on "Concerns of counselor responsiveness" and "Stigmas attached to receiving counseling services." Multiple regression analysis was conducted in order to examine the predictors of treatment fearfulness. The results indicated that treatment fearfulness towards the college counselor was predicted by the student's emotional competence and positive recognition of mental disorders. The implications of the results, especially for developing effective intervention program for college students, were discussed.
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Japanese Journal of School Psychology, 10(1) 17-32, Dec, 2010 Peer-reviewed
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Japanese Journal of School Psychology, 10(1) 63-72, Dec, 2010 Peer-reviewed
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Annual Report of Japanese Association of School Psychologist, 3 77-86, Dec, 2010 Peer-reviewed
Misc.
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The Annual Report of Educational Psychology in Japan, 63 343-351, Mar 30, 2024 Last author
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Japanese Journal of School Psychology, 21(1) 71-71, Mar 31, 2022
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教育心理学年報 = The annual report of educational psychology in Japan / 日本教育心理学会教育心理学年報編集委員会 編, 62 253-263, 2022
Books and Other Publications
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金子書房, Sep, 2024 (ISBN: 9784760826964)
Presentations
11Teaching Experience
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Sep, 2024 - PresentClinical research methodology 1 (Osaka Kyoiku University)
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Feb, 2022 - Present子どもの発達の理解と支援 (奈良教育大学)
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Apr, 2021 - Present教育相談の理論と方法 (大阪教育大学)
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Sep, 2020 - Present公認心理師と教師の協働的援助 (大阪教育大学)
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Apr, 2020 - Present子どもの貧困及び児童虐待の理解と教育実践 (大阪教育大学)
Professional Memberships
7Works
2Research Projects
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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, 2020 - Mar, 2024
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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, 2017 - Mar, 2019
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2015 - Mar, 2018
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Jan, 2017 - Mar, 2018
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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, 2014 - Mar, 2017