Haruhisa Mizuno

Relationships 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."

The 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.

The 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.