書籍等出版物
第１章２節の執筆を担当, 子ども家庭支援の心理学―保護者とともに子どもを支えるための心理学―
学文社 2022(Mar. 20)
第２章，第４章，第６章，第７章の執筆を担当, セルフ・エスティームの研究と教育の再構築 : 概念と測定法から教育方法と効果評価まで
風間書房 2022(Jan.)
Author:山崎, 勝之
論文
生徒指導・教育相談における児童生徒の自己肯定感アセスメントの方法論整理 －質問紙法と潜在連合テストの観点から－
教職研究,14:19-52 2023(Mar. 10)
Author:横嶋, 敬行
Abstract:Article
教職研究 14 : 19-52, (2023)
How Can “Autonomous Self-Esteem” be Assessed and Cultivated?
International Journal of Psychology and Behavioral Sciences,12(2):18-24 2022(Aug.)
Author:Katsuyuki Yamasaki; Takayuki Yokoshima; Daisuke Noguchi; Kanako Uchida
Effectiveness of a School-Based Universal Prevention Program for Enhancing Autonomous Self-Esteem: Utilizing an Implicit Association Test as an Assessment Tool
School Health,18:1-9 2022(Feb.)
Author:Katsuyuki Yamasaki; Takayuki Yokoshima; Kanako Uchida
他律的セルフ・エスティームが学校における心理的ストレス反応に及ぼす影響――小学校4年生から6年生を対象にした予測的研究
パーソナリティ研究,29(3):191-203 2021(Mar.)
Author:賀屋 育子; 山崎 勝之; 横嶋 敬行; 内田 香奈子
Abstract:本研究の目的は，小学生を対象とし，不適応的セルフ・エスティームとして提唱されている他律的セルフ・エスティーム（Heteronomous Self-Esteem: HSE）が児童の心理的ストレス反応に及ぼす影響について予測的研究方法を用いて検討を行うことであった。調査は小学校4年生から6年生592名（男子291名，女子301名）を対象に5から6週間の間を空けて2回行われた。HSEの測定には，全体的な特徴を示す全体HSEと，コンピテンス領域の勉強HSE,運動HSE,芸術・技術HSEの4つを用いた。階層的重回帰分析の結果，Time 1の全体HSEおよび勉強HSE,運動HSEは，Time 2の人間関係に対する心理的ストレス反応の高さを予測していることが示された。このことから，他律的SEの高まりが精神的健康や不適応行動に繋がる可能性が示唆された。科学的効果検証に基づくSE教育の知見の必要性と，本研究の課題について議論された。
子ども用のRosenberg Self-Esteem Scale（RSES）が測定する小学生の自尊感情の多側面:―Self-Esteemの適応的側面と不適応的側面に着目して―
学校保健研究,62(3):187-193 2020(Aug.)
Author:横嶋 敬行; 内山 有美; 内田 香奈子; 山崎 勝之
Abstract:Background: Self-Esteem is a crucial characteristic to enhance mental health and adaptive behaviors at schools. One of the most famous scales to measure self-esteem is the Rosenberg Self-Esteem Scale (RSES). However, recent studies have revealed that the RSES for adults measures both adaptive and nonadaptive aspects of self-esteem. Therefore, the difficulties of utilizing the RSES in clinical and educational intervention research are indicated. On the other hand, there is little research for children to examine if the RSES includes both adaptive and nonadaptive self-esteem.
Objective: The main purpose of current study is examining whether the RSES for children measures adaptive and nonadaptive self-esteem.
Methods: Participants were 581 children from 4th to 6th grades and 20 homeroom teachers in elementary schools. The RSES for Children (RSES-C) that includes 10 items was developed for this study, considering the content validity and comprehensibility for children. The results were compared between three groups (adaptive and nonadaptive high self-esteem, and low SE) nominated by the homeroom teachers.
Results:The main results were as follows:
1) The results of factor analyses showed that the RSES-C consists of one factor with eight items, in which item number 2 and 8 were excluded due to low factor loadings. Cronbach's alpha coefficients for internal consistency illustrated adequate levels of scores (overall: α=.81, males: α=.80, females: α=.82).
2) Gender difference and grade difference were examined through two-way analysis of variance (grade and sex). The results revealed that there were no significant main effects with in interaction effect.
3) The scores in the groups of adaptive and nonadaptive self-esteem were not different and higher than the low self-esteem group. This finding suggested that what the children version measures is similar to what the adult one does.
Conclusion: Through these results, it was suggested that the RSES-C measures both adaptive and nonadaptive self-esteem, like the adult version of the RSES. The RSES-C needs to be carefully utilized in assessing adaptive self-esteem for the evaluation of intervention programs at schools.
児童用のタブレットPC版セルフ・エスティーム潜在連合テストの開発
感情心理学研究,27(2):61-66 2020(Mar.)
Author:横嶋 敬行; 大上 遊路; 賀屋 育子; 山崎 勝之
Abstract:The aim of this study was to develop the Tablet PC version of Self-Esteem Implicit Association Test (SE-IAT/Tablet) for children and to examine its reliability and validity. Participants were children in 5th to 6th grades. The reliability was examined using intraclass and Pearson's correlations, which showed moderate levels of positive correlations in each gender group and overall. With respect to the validity, the scores of the SE-IAT/Tablet revealed significant positive correlations with the Paper and Pencil Version of Self-Esteem Implicit Association Test (SE-IAT/Paper) that is partially confirmed as a reliable and valid measure of autonomous self-esteem. Moreover, three-way analyses of variance (school×grades×sex) illustrated that both types of SE-IAT scores were higher in 6th grade than in 5th grade. Through these results, the current study successfully developed the SE-IAT/Tablet with a certain amount of reliability and validity. Limitations are discussed, along with the possibility to widely utilize the test in future fundamental and applied studies.
ユニバーサル予防教育「自律的セルフ・エスティームの育成」プログラムの効果 : 小学校5年生を対象とした教育効果の検証
鳴門教育大学学校教育研究紀要,(34):77-84 2020
Author:横嶋 敬行; 影山 明日香; 賀屋 育子; 内田 香奈子; 山崎 勝之
Abstract:本研究では，ユニバーサル予防教育TOP SELF（Trial Of Prevention School Education for Life and Friendship）の教育の１つである「自律的セルフ・エスティームの育成」プログラムの教育効果の検証を行った。参加者は，小学校５年生の１５７名（教育条件８３名，比較条件７４名）であった。教育効果の測定には，児童用紙筆版セルフ・エスティーム潜在連合テスト（SE-IAT-C）が用いられた。分析の結果，比較条件の参加者の教育前後のSE-IAT-C得点は無変化であり，教育条件の参加者のみ，教育前後で有意に得点が上昇していた。この結果から，教育プログラムの効果が確認された。加えて，考察では本研究の課題や今後の研究の展開が論じられた。
「自律的セルフ・エスティーム」を育成するユニバーサル予防教育の開発
鳴門教育大学学校教育研究紀要,(34):47-54 2020
Author:賀屋 育子; 道下 直矢; 横嶋 敬行; 内田 香奈子; 山崎 勝之
Abstract:近年，セルフ・エスティーム（Self-Esteem：SE）の適応的側面として自律的SE（autonomous SE）（山崎他，２０１７）の概念が提唱されている。本研究では，小学校５年生から中学校１年生を対象にした自律的SEを高める予防教育プログラムの開発を行った。本プログラムは，山崎他（２０１８）の自律的SEの概念理論とユニバーサル予防教育「『いのちと友情』の学校予防教育（Trial Of Prevention School Education for Life and Friendship : TOP SELF）」の理論が基盤となっている。本文では，まず自律的SEの概念と発達プロセスとTOP SELFの理論，および自律的SEの開発の観点をまとめた。授業の内容は，授業の展開部分を中心とし，プログラム実施容易性向上の具体を説明している。展望では，適応的SEを伸ばす教育プログラムとしての教育効果の検証の必要性とその方法について述べた。
児童版のコンピテンス領域別他律的セルフ・エスティーム尺度の開発
パーソナリティ研究,28(1):54-66 2019(Jul.)
Author:賀屋 育子; 横嶋 敬行; 内田 香奈子; 山崎 勝之
Abstract:本研究の目的は，児童用のコンピテンス領域別の他律的セルフ・エスティーム尺度を作成し，その信頼性と妥当性の検討を行うことであった。調査対象者は公立小学校3校の4年生から6年生の児童507名（男子245名，女子262名）と，各クラスの担任教員18名であった。調査は2度行われた（期間：5–6週間）。研究1では，内的整合性と再検査法により信頼性が検討され，高いα係数（α＝.90–.94）と級内相関係数（ICC＝.72–.82）を確認した。研究2では，担任教員に他律的SEの特徴に当てはまる児童と当てはまらない児童をノミネートしてもらい，各領域の尺度得点を比較した。その結果，3領域ともに，「当てはまる」にノミネートされた児童の方が有意に尺度得点が高かった。また，全体的な他律的SE尺度（賀屋・山口・横嶋・内田・山崎，2018）との相関係数を算出したところ，いずれの領域においても中程度の正の相関がみられた。これらの結果から，本尺度の信頼性，妥当性の一部が確認された。
児童用の簡易版セルフ・エスティーム(SE)潜在連合テストの開発の構想 : 自律的ならびに他律的SEを同時に測定する,紙筆版とタブレットPC版の測定法開発に関する理論
鳴門教育大学学校教育研究紀要,(33):141-148 2019
Author:横嶋 敬行; 賀屋 育子; 内田 香奈子; 山崎 勝之
Abstract:本論文では，自律的SEと他律的SEを同時に測定することができる，紙筆版およびタブレットPC版の簡易版SE潜在連合テスト（SE-IAT）の開発に関する理論を提示することを目的としている。第１節では，本研究の背景として，近年のSE研究の動向と自律的SEおよび他律的SEの概念と測定方法論について提示している。第２節では，現行の自律的SEの測定法の理論について言及している。そして，第３節では自律的SEと他律的SEを同時測定する山崎ら（印刷中）の理論を紹介しながら，それを児童用の簡易版SE-IATで作成する構想をまとめている。
自律的ならびに他律的セルフ・エスティーム潜在連合テストにおける刺激語の構成
鳴門教育大学研究紀要 鳴門教育大学 編,34:1-9 2019
Author:山崎 勝之; 横嶋 敬行; 賀屋 育子; 内田 香奈子; Katsuyuki YAMASAKI; Takayuki YOKOSHIMA; Ikuko KAYA; Kanako UCHIDA
Abstract:New concepts and terminologies regarding Self-Esteem（SE）were developed by Yamasaki et al. (2017)，in which autonomous and heteronomous SE were distinguished as new SE concepts. Autonomous SE is characterized by high self-confidence, confidence in others, and intrinsic motivation, while heteronomous SE is low in all these three characteristics. Moreover, they suggested that two types of SE need to be measured utilizing nonconscious methods, although heteronomous SE can be partially assessed using conscious methods such as self-reported questionnaires. Regarding nonconscious measuring tools, the Implicit Association Test（IAT）has been often utilized in recent years. After Yokoshima et al. (2017) developed the IAT to measure autonomous SE for elementary school children with reliability and validity, another IAT to assess heteronomous SE has been expected to be developed. When developing the IAT, category words for self and others, and attribute words for SE characteristics are essential. In this paper, first, it was discussed how the category and attribute words should be. Next, in doing so, the current paper suggested the possibility that a new IAT which can simultaneously measure both autonomous and heteronomous SE could be developed. In line with this consideration, the possible candidates for category and attribute words to measure two types of SE were discussed. Yokoshima et al.（in press）has already started to develop a new IAT utilizing the category and attribute words that were recommened in this paper. Finally, the future promising work was discussed, along with the importance of new educational programs at schools in which autonomous SE is enhanced while heteronomous SE is decreased and the new IAT to examine the effectiveness of the programs.)
児童期における自律的セルフ・エスティームに関する研究―測定法の開発および教育の効果評価への適用―
2019
Author:横嶋 敬行
ユニバーサル学校予防教育「自己信頼心（自信）の育成」プログラムの効果:―児童用紙筆版セルフ・エスティーム潜在連合テストを用いた教育効果の検討―
学校保健研究,60(1):5-17 2018(Apr.)
Author:横嶋 敬行; 賀屋 育子; 内田 香奈子; 山崎 勝之
Abstract:Background: In recent years, educations which cultivate children's self-esteem have been actively practiced due to the claim of its importance. On the other hand, there is an argument that enhancement of self-esteem leads to individual's unhealthy and maladaptive conditions. In such circumstance, there have been studies which divide self-esteem into adaptive self-esteem and maladaptive one.
Objectives: The authors have recently proposed the conceptualization of "autonomous self-esteem" as an adaptive side and "heteronomous self-esteem" as a maladaptive side. Moreover, a prevention school education program to enhance autonomous self-esteem has been developed by the authors. The purpose of this study was to examine the educational effects of the program on both autonomous and heteronomous self-esteem.
Methods: The effectiveness of the educational program was examined through comparing the Paper and Pencil Version of Self-Esteem Implicit Association Test for Children (SE-IAT-C) and Rosenberg's Self-Esteem Scale for Children (RSES-C). The SE-IAT-C assesses autonomous self-esteem, whereas the RSES-C is an intermixed measurement of autonomous and heteronomous self-esteem. The educational effects on prosociality that is one of the core characteristics of autonomous self-esteem were examined utilizing a prosociality scale by vignettes. Participants were 195 4th-grade children in two public elementary schools. Each child completed the battery of the three scales twice, one week before and one week after the implementation.
Results: The results revealed significant improvement in the scores of the SE-IAT-C and awareness of the situation in the prosociality scale. In contrast, the scores of the RSES-C did not significantly change. Based on the mean scores of the SE-IAT-C score and RSES-C in the pre-implementation period, the children were divided into the high and low groups. The results showed that the SE-IAT-C scores significantly increased in the low group of SE-IAT-C. Moreover, there were no significant changes in the RESE-C scores in either of the high and low groups of RSES-C. In addition, both high and low groups of SE-IAT-C and RSES-C showed significant improvement on awareness of the situation in the prosociality scale. Verbal assistance in the prosociality scale significantly increased in both groups of SE-IAT-C.
Conclusion: These findings suggested that this program has positive influences on autonomous self-esteem and some factors of prosociality. However, regarding Rosenberg'scale, since the scores from its maladaptive aspects decreased by the program, the total scores did not change, which suggests that the program is able to enhance the adaptive autonomous aspects of self-esteem and reduce the maladaptive heteronomous ones.
児童用の他律的（随伴性）セルフ・エスティーム尺度の開発－尺度の信頼性と妥当性の検討，そして教育への適用の考察－
教育実践学論集,(19):1-12 2018(Mar.)
Author:賀屋 育子; 山口 悟史; 横嶋 敬行; 内田 香奈子; 山崎 勝之
他律的(随伴性)セルフ・エスティームの概念と測定法
鳴門教育大学研究紀要 鳴門教育大学 編,33:1-15 2018
Author:山崎 勝之; 横嶋 敬行; 賀屋 育子; 山口 悟史; 内田 香奈子; Katsuyuki YAMASAKI; Takayuki YOKOSHIMA; Ikuko KAYA; Satoshi YAMAGUCHI; Kanako UCHIDA
Abstract:Low self-esteem has been treated as one of the leading causes of maladaptive behaviors in schools and communities. However, in recent years, more and more studies have been denying the benefits of selfesteem, which lead to the reconsideration of the previous concept and measuring method. Especially, Yamasaki et al.（2017）developed a new concept termed "autonomous and heteronomous（contingent）selfesteem" aftrer referring the newly developed concepts by Deci and others' and Kernis' studies. They revealed that the autonomous self-esteem is beneficial for health, adjustment, and performcne, while heteronomous one is unbeneficail. Moreover, they indicated that autonomous self-esteem is unable to be consiciously measured utilizing self-reports, and then developed a new implicit association test（IAT）termed "Paper-and-Pencil Version of SE-IAT-C" for a group of children at schools. Meanwhile, they suggested that heteronomous self-esteem is able to be measured both consicously and nonconsicioulsy. After considering Yamasaki et al.'s notions, the current paper scrutinized the concept and measuring methods of the heteronomous self-esteem reviewing the past research. In doing so, we focused on how we can develop a questionnaire and an IAT for heteronomous self-esteem. Finally, we discussed how we utilize autonomous and heteronomous self-esteem measures in cultivating autnomous self-esteem with universal prevention programs.
児童用の紙筆版セルフ・エスティーム潜在連合テスト : 実施の手順と採点方法の詳細の紹介,そして課題順序カウンターバランスの削除可能性の検討
鳴門教育大学学校教育研究紀要,(32):101-110 2018
Author:横嶋 敬行; 山口 悟史; 賀屋 育子; 内田 香奈子; 山崎 勝之; Takayuki YOKOSHIMA; Satoshi YAMAGUCHI; Ikuko KAYA; Kanako UCHIDA; Katsuyuki YAMASAKI
Abstract:本研究は，自律的セルフ・エスティームを測定するための児童用紙筆版セルフ・エスティーム潜在連合テスト（SE-IAT-C）の実施の手順および採点方法の詳細を紹介するとともに，学校現場での簡便な使用のためにSE-IAT-Cの組み合わせ課題のカウンターバランスの必要性について検討した。調査は小学生581名（男児281名，女児300名）と担任教員10名に行った。その結果，妥当性はカウンターバランスの有無にかかわらず，横嶋ら（2017）と同様の結果が確認された。信頼性は自分と快刺激の組み合わせ課題で始まるパターンよりも，自分と不快刺激の組み合わせ課題で始まるパターンの方が比較的に安定していた。学校教育の場等でSE-IAT-Cを実施する場合は，冊子作成や採点の時間的コストを削減するために，上記の構成でカウンターバランスを取らずに実施することが可能であると考えられた。
「自律的セルフ・エスティーム」を育成するユニバーサル予防教育の教育目標の確立と授業方法の開発方針
鳴門教育大学学校教育研究紀要,(32):91-100 2018
Author:山崎 勝之; 内田 香奈子; 横嶋 敬行; 賀屋 育子; 道下 直矢; Katsuyuki YAMASAKI; Kanako UCHIDA; Takayuki YOKOSHIMA; Ikuko KAYA; Naoya MICHISHITA
Abstract:最近，山崎ら（2017）は，セルフ・エスティームの概念を再考し，自律的ならびに他律的セルフ・エスティームに分類した。自律的セルフ・エスティームは健康，適応，そして遂行に好影響をもたらし，他律的セルフ・エスティームはしばしばそれらに悪影響をもたらす。そこで，何らかのプログラムを用いて，学校で自律的セルフ・エスティームを高める必要がある。トップ・セルフ（いのちと友情の学校予防教育）と呼ばれる一群のユニバーサル予防教育プログラムに自己信頼心（自信）の育成プログラムが含まれている。このプログラムは自律的セルフ・エスティームを高めることができるが，本来このセルフ・エスティームを高めることに特化して開発されたプログラムではない。そこで本論文では，より効果的に自律的セルフ・エスティームを育成できるように，自己信頼心（自信）の育成プログラムの目標を改訂した。また，目標の改訂に伴って必要になる教育方法の改訂についても，その望ましい改訂方針を示唆した。こうして，目標と方法の改訂が完了すれば，自律的セルフ・エスティームの育成プログラムの完成版が学校において広く実施されることが期待される。
児童用の紙筆版自尊感情潜在連合テストの開発 : 信頼性ならびにRosenberg自尊感情尺度と教師による児童評定を用いた妥当性の検討
教育実践学論集 = Journal for the science of schooling,(18):1-13 2017(Mar.)
Author:横嶋 敬行; 内山 有美; 内田 香奈子; 山崎 勝之
「セルフ・エスティーム」の概念と測定法の再構築 : セルフ・エスティーム研究刷新への黎明
鳴門教育大学研究紀要 鳴門教育大学 編,32(32):1-19 2017
Author:山崎 勝之; 横嶋 敬行; 内田 香奈子
Abstract:Self-esteem is one of the most prevalent psychological characteristics as a target to improve in various situations such as schools or communities. However, it seems likely that at the beginning of this century, scientific attempts for determining whether self-esteem is really beneficial for health, adjustment, and performance came to an conclusion that it would produces no such beneficial effects. Nevertheless, research and education regarding self-esteem is still now being widely conducted in many countries. Considering the current confused conditions, the present study reconsidered the concept of self-esteem, along with its measurement methods. First, the previous main concepts of self-esteem were reviewed, focusing on Rosenberg's works. The reviews showed that many different concepts have thus far been established and utilized. Moreover, it became clear that even if the most widely accepted concept by Rosenberg is right, his scale for assessing his concept which has been most widely and frequently utilized is unable to accurately measure his own concept. Next, in order to establish a new concept of self-esteem after indicating varied faults of extant self-esteem's concepts, the nonconscious functions that have been revealed as the most powerful factors to determine human behaviors in recent research of brain science and psychology, along with the concepts of true self-esteem by Deci and colleagues and secure high self-esteem by Kernis, were introduced. Thereafter, the authors discussed that the concept of self-esteem needs to be considered in terms of nonconsciousness, underscoring that it cannot be assessed utilizing consciously answered measures such as self-reports, which lead to the introduction of the concept of "autonomous self-esteem" contrasted with "heteronomous self-esteem." In line with this consideration, the authors depicted a new implicit association test that is administered to groups of children to measure nonconscious autonomous self-esteem. Thus, new research and school education with respect to this new concept and measurement tool is ready to start, hopefully revising the present world of self-esteem in terms of both research and education.
Reconstruction of the Conceptualization of Self-Esteem and Methods for Measurement: Renovating Self-Esteem Research
International Journal of Psychology and Behavioral Sciences,7(5):135-141 2017
Author:Katsuyuki Yamasaki; Kanako Uchida; Takayuki Yokoshima; Ikuko Kaya
ユニバーサル学校予防教育「自己信頼心(自信)の育成」プログラムの効果 : 小学校3年生を対象にし,教育目標達成後の波及効果を考慮して
教育実践学論集 = Journal for the science of schooling,(17):11-23 2016(Mar.)
Author:横嶋 敬行; 村上 祐介; 内田 香奈子; 山崎 勝之
Effectiveness of A School-Based Universal Prevention Program for Enhancing Self-Confiden Considering The Extended Effects Associated With Achievement of The Direct Purposes of The Program
European Psychiatry,33(S1):S523-S524 2016(Mar.)
Author:K. Yamasaki; Y. Murakami; T. Yokoshima; K. Uchida
Abstract:Introduction
We have developed a group of school-based universal prevention programs for children's health and adjustment. The programs are characterized by new theories such as the somatic-marker hypothesis and enjoyable methods that utilize animated stories and games. This study adopted one of the programs for the development of self-confidence.
Objective
The aim was to examine the effectiveness of the program. In addition to the direct purposes of the program, children's adjustments at school and homeroom class were evaluated as extended effects.
Methods
Participants were third grade children in six public elementary schools in Japan. The final sample included 442 children (219 boys and 223 girls). The program was implemented weekly in one regular 45-minute class over 8 weeks. Participants completed a battery of three questionnaires three times, 1 month before the start of the program (T1), 1 week before the start of the program (T2), and during 1 week after the last class of the program (T3).
Results
Results showed that all of the main endpoints of the program significantly improved in the intervention condition (i.e., changes from T2 to T3), compared to the control condition (i.e., changes from T1 to T2). Moreover, children's adjustment at school and homeroom class increased in the intervention condition, compared to the control condition. However, implicit affect was unchanged.
Conclusion
This study suggests that the program is effective for enhancing self-confidence, along with adjustments at school and in class. Future research that examines the sustainability of the effectiveness of the program is planned.
Disclosure of interest
The authors have not supplied their declaration of competing interest.
Effects of implicit affect on emotional coping and school adjustment: A short-term longitudinal study with a school-based universal prevention program for enhancing emotional abilities
European Psychiatry,33(S1):s219-s219 2016(Mar.)
Author:K. Uchida; T. Yokoshima; K. Yamasaki
Abstract:In recent years, affect and emotions are hot research topics in the domains of psychology and brain science. Moreover, an increasing number of studies have started to investigate the effects of implicit affect on health and adjustment. The purpose of this study was to examine the effects of implicit affect on explicit emotional coping with others’ emotions and school adjustment in children.
Methods
Participants were 5th- and 6th-grade children in two public elementary schools in Japan. The final samples were fifty-six children (25 boys and 31 girls). Participants completed a battery of three questionnaires just before (T1) and after (T2) an school-based universal prevention program for enhancing emotional coping abilities with others’ emotions, which was implemented in eight classes during one month. The questionnaires were utilized for assessing implicit positive and negative affect (IPA and INA), explicit emotional coping abilities to identify, understand, and regulate others’ emotions, and the adaptive status of children at school.
Results
Hierarchical regression analyses showed that higher IPA at T1 was associated with higher explicit emotional coping and motivation for learning at T2. Also, higher INA at T1 was related to better peer relationship at T2. Moreover, higher IPA and INA at T1 were concerned with higher scores of classroom climate and approval at T2.
Conclusion
This study suggested that higher IPA leads to higher explicit emotional coping with others’ emotions. Also, it suggested that higher implicit affectivity (i.e., both higher IPA and INA) causes more adaptive status of children at school.
Disclosure of interest
The authors have not supplied their declaration of competing interest.
無意識と意識,そして,インプリシット心的特徴
鳴門教育大学研究紀要 鳴門教育大学 編,31:1-18 2016
Author:山崎 勝之; 内田 香奈子; 横嶋 敬行; 内山 有美; Katsuyuki YAMASAKI; Kanako UCHIDA; Takayuki YOKOSHIMA; Yumi UCHIYAMA
Abstract:In recent years, an increasing number of studies in the domains of brain science and psychology have been revealing that the roles and functions of unconsciousness are more powerful and extensive than expected. In line with this kind of research, it has also become a hot topic for what consciousness exists and works. This new trend of research strongly suggests the necessity of empirical research to scrutinize the roles of unconsciousness as well as those of consciousness. Thus, as a strategy for entering into the realm of unconsciousness, many recent studies have started to investigate implicit psychological characteristics that are considered to work preconsciously. To assess implicit characteristics, various types of measure have been developed using methods different from the ones for explicit psychological characteristics whose measures include many limitations such as receiving defensiveness. In this paper, after discussing about these recent streams of research around consciousness and unconsciousness, implicit self-esteem and affect were picked up as examples regarding implicit psychological characteristics, and explained in terms of their concepts and assessments while comparing with those of explicit self-esteem and affect. In these descriptions, the current paper emphasized both research for adults and children, showing the paucity of research for children. Finally, future directions are suggested, underscoring the necessity of developing reliable and valid measures, and promoting research of implicit psychological characteristics.
児童用インプリシット感情尺度(IPANAT-C)の改善 : 信頼性と妥当性の再検討
鳴門教育大学研究紀要 鳴門教育大学 編,31:19-28 2016
Author:内田 香奈子; 横嶋 敬行; 山崎 勝之; Kanako UCHIDA; Takayuki YOKOSHIMA; Katsuyuki YAMASAKI
Abstract:In the domain of psychology, self-eport questionnaires have frequently been utilized to assess various psychological characteristics such as personality and behaviors. Those questionnaires are answered based on one's own conscious evaluation. Conscious evaluation receives many conscious operations such as defensiveness and lies, which often distorts true answers. Meanwhile, in recent years, an increasing number of studies have been underscoring the roles of unconsciousness. So, without clarifying such roles, we are unable to understand human behaviors precisely. In general, self-report questionnaires cannot assess unconsciousness, suggesting that it is difficult to measure it objectively without requiring much labor or time. In line with this consideration, implicit psychological characteristics have been being underscored. Implicit characteristics are basically located in the preconscious domain, which means that they are not consciously noticed under usual conditions. Thus far, many measures for assessing implicit characteristics have been developed. Of those measures, the Implicit Positive and Negative Affect Test (IPANAT) was developed to assess implicit affect in adults by Quirin et al.(2009). It is a test that can be easily and objectively administered and scored. Based on this test, Uchida et al.(2014) developed a new test for measuring implicit positive and negative affect for children. However, Uchida et al.'s measure (IPANAT-C) included limitations in the factor structure and validity. So, the current research re-examined the reliability and validity of the test especially by revising adjective emotional words as question items. Participants were 505 children(238 boys and 267 girls) from 3 rd- to 6 th-grades in elementary schools. They completed two questionnaires, a revised IPANAT-C and Questionnare-Ulitilies (Q-U). The Q-U was utilized to examine criterion-related validity. Results showed that the revised IPANAT-C includes the twofactor structure of implicit positive affect (IPA) and implicit negative affect (INA), along with acceptable alpha coefficients and significant positive test-retest correlations. Additionally, the test revealed a number of expected significant correlations with the subscales of the Q-U, especially in IPA and girls, although regarding INA, only one significant expected correlation was found in girls. Consequently, it is suggested that the IPANAT-C is reliable and partially valid, and applicable to future empirical research. A number of limitations in this research are discussed, along with future fruitful research topics.
講演・口頭発表等
児童期の友だちへの思いやり行動の意識と無意識の動機
日本発達心理学会第34回大会 2023(Mar. 03)
Presenter:横嶋敬行; 野口太輔; 小野挙; 賀屋育子
「自律的セルフ・エスティーム」を育成する予防教育プログラム（小学校１年生児童対象）の教育効果の検証
日本教育心理学会第64回総会発表論文集 2022(Aug.)
Presenter:野口 太輔; 横嶋 敬行; 山崎 勝之
児童期の潜在的及び顕在的な向社会的動機づけと向社会的行動及び精神的健康との関連－小学校４年生を対象とした予備的研究
日本教育心理学会第64回総会発表論文集 2022(Aug.)
Presenter:横嶋 敬行; 野口 太輔; 小野 挙; 賀屋 育子
「自律的セルフ・エスティーム」を育成する予防教育プログラム(小学校低学年児童版)の開発と教育効果の検証
日本教育心理学会第63回総会発表論文集 2021(Aug.)
Presenter:野口太輔; 横嶋敬行; 賀屋育子; 山崎勝之
絵文字刺激を使った小学校低学年児童用の紙筆版潜在連合テストの予備的研究 ―自律的ならびに他律的自尊感情の測定法として―
日本教育心理学会第63回総会発表論文集 2021(Aug.)
Presenter:横嶋敬行; 野口大輔; 賀屋育子; 山崎勝之
学校での「心理教育」を促すもの，阻むもの ―教員こそができること，やるべきこと
日本教育心理学会第63回総会発表論文集 2021(Aug.)
Presenter:山崎勝之; 青木多寿子; 横嶋敬行; 影山明日香; 野口太輔; 伊住継行; 原範幸; 滝あい; 内田香奈子; 田村隆宏
Effectiveness of a School-Based Universal Prevention Program for Enhancing Autonomous Self-Esteem: Utilizing an Implicit Association Test as an Assessment Tool.
16th International Congress of Behavioural Medicine 2021(Jun.)
Presenter:Yamasaki, K; Yokoshima, T; Uchida, K
Development of School-Based Prevention Programs for Health and Adjustment: Considering Easy Implementation and High Attractiveness for Teachers and Children.
International Academic Conference on Social Sciences 2019(Dec. 27)
Presenter:Uchida, K; Yokoshima, T; Kaya, I; Yamasaki, K
Effectiveness of a School-Based Universal Prevention Program for Enhancing Autonomous Self-Esteem: Utilizing a Tablet PC Version of the Implicit Association Test as an Assessment Tool.
International Academic Conference on Social Sciences 2019(Dec. 27)
Presenter:Yamasaki, K; Yokoshima, T; Kaya, I; Kageyama, A; Uchida, K
パーソナリティ研究の迷い道―何を，どう測り，どう役立てるのか？―
日本心理学会大会発表論文集 2019(Sep. 11)
Presenter:山崎 勝之; 増田 真也; 谷 伊織; 横嶋 敬行; 有光 興記; 佐藤 豪; 内田 香奈子
ここまで来た！「学校予防教育」進化の全貌:子どもたちが待ち焦がれ，教師への負担ニアゼロの教育
日本教育心理学会総会発表論文集 2019(Sep.)
Presenter:山崎 勝之; 村上 祐介; 内田 香奈子; 横嶋 敬行; 村田 吉美; 三宅 幹子; 芦谷 道子
児童の他律的セルフ・エスティームとストレスの関連:全体およびコンピテンス領域別の他律的セルフ・エスティームに着目した短期予測的研究
日本心理学会大会発表論文集 2019(Sep.)
Presenter:賀屋 育子; 横嶋 敬行; 内田 香奈子; 山崎 勝之
児童用の自律的ならびに他律的セルフ・エスティーム潜在連合テストの開発:タブレットPCを用いた自律的および他律的SEの同時測定
日本心理学会大会発表論文集 2019(Sep.)
Presenter:横嶋 敬行; 大上 遊路; 賀屋 育子; 内田 香奈子; 山崎 勝之
学校予防教育「TOP SELF」の最新第3世代の特徴:教員の実施負担を軽減した新しい予防教育の授業スタイルについて
日本教育心理学会総会発表論文集 2019(Sep.)
Presenter:横嶋 敬行; 賀屋 育子; 内田 香奈子; 山崎 勝之
児童の他律的セルフ・エスティームとストレスの関連:―全体およびコンピテンス領域別の他律的セルフ・エスティームに着目した横断的検討―
日本教育心理学会総会発表論文集 2019(Sep.)
Presenter:賀屋 育子; 横嶋 敬行; 内田 香奈子; 山崎 勝之
本当の自己肯定感を育成する学校予防教育の実践
日本教育心理学会論文集 2019(Sep.)
Presenter:影山 明日香; 横嶋 敬行; 賀屋 育子; 内田 香奈子; 山崎 勝之
Effectiveness of a school-based universal prevention program for enhancing autonomous self-esteem at elementary schools: Utilizing a newly developed implicit association test and questionnaire.
International Academic Conference on Social Sciences 2018(Dec. 19)
Presenter:Yamasaki, K; Michishita, N; Yokoshima, T; Kaya, I; Uchida, K
「セルフ・エスティーム（SE）」研究の抜本的再考（4）:ローゼンバーグ尺度ならびに常態化するSE教育からの脱却
日本教育心理学会総会発表論文集 2018(Sep.)
Presenter:山崎 勝之; 内田 香奈子; 横嶋 敬行; 賀屋 育子; 道下 直矢; 大竹 恵子; 田村 隆宏
「自尊感情」神話への問い―非意識レベルで行う適応的なSEの測定と教育による変化の検討―
日本心理学会大会発表論文集 2018(Sep.)
Presenter:横嶋 敬行; 山崎 勝之
児童における他者のポジティブ感情への共感性と主観的幸福感の関連:学級雰囲気と学級内外の他者との交流を考慮して
日本教育心理学会総会発表論文集 2018(Sep.)
Presenter:瀧 郁美; 横嶋 敬行; 山崎 勝之
タブレット版の児童用セルフ・エスティーム（SE）潜在連合テストの開発:適応的なSEをクラス集団で測定するための予備的研究
日本教育心理学会総会発表論文集 2018(Sep.)
Presenter:横嶋 敬行; 大上 遊路; 山崎 勝之
児童用のコンピテンス領域別の他律的セルフ・エスティーム尺度の開発:尺度の信頼性と妥当性の検討
日本教育心理学会総会発表論文集 2018(Sep.)
Presenter:賀屋 育子; 横嶋 敬行; 内田 香奈子; 山崎 勝之
Effects of implicit and explicit affect on emotion-focused coping.
International Academic Conference on Social Sciences 2017(Dec. 20)
Presenter:Uchida, K; Yokoshima, T; Kaya, I; Yamasaki, K
Relationships between two types of self-esteem measured utilizing the Implicit Association Test and Rosenberg’s scale: Comparisons in the intervention for cultivating autonomous self-esteem.
International Academic Conference on Social Sciences 2017(Dec. 20)
Presenter:Yamasaki, K; Yokoshima, T; Kaya, I; Uchida, K
児童用の他律的（随伴性）セルフ・エスティーム尺度の開発:尺度の信頼性と妥当性の検討，そして教育への適用の考察
日本教育心理学会総会発表論文集 2017(Oct. 08)
Presenter:賀屋 育子; 山口 悟史; 横嶋 敬行; 内田 香奈子; 山崎 勝之
ユニバーサル学校予防教育「自己信頼心 (自信) の育成」プログラムの効果:児童用紙筆版セルフ・エスティーム潜在連合テストを用いた自律的セルフ・エスティームへの教育効果の検討
日本教育心理学会総会発表論文集 2017(Oct. 07)
Presenter:横嶋 敬行; 賀屋 育子; 内田 香奈子; 山崎 勝之
児童用の紙筆版セルフ・エスティーム潜在連合テストの開発―信頼性ならびに教師による児童評定を用いた妥当性の検討―
日本心理学会大会発表論文集 2017(Sep. 21)
Presenter:横嶋 敬行; 内山 有美; 内田 香奈子; 山崎 勝之
The effects of implicit and explicit affect on emotional coping and school adjustment: A short-term prospective study via a universal prevention program.
International Convention of Psychological Science 2017(Mar. 25)
Presenter:Uchida, K; Yokoshima, T; Uchiyama, Y; Yamasaki, K
「セルフ・エスティーム」研究の抜本的再考（３）:本当のセルフ・エスティーム教育と評価方法とは？
日本教育心理学会総会発表論文集 2017
Presenter:山崎 勝之; 内田 香奈子; 横嶋 敬行; 賀屋 育子; 村上 祐介; 内山 有美; 永井 明子
「セルフ・エスティーム」研究の抜本的再考（2）―セルフ・エスティームの概念と測定法を刷新する―
日本心理学会大会発表論文集 2017
Presenter:山崎 勝之; 横嶋 敬行; 青木 多寿子; 渡辺 弥生; 村上 祐介
新しい学校予防教育 : 本当のbien-etreの育成を目指して (2017年度研究大会) -- (2017年度シンポジウム すべての子どものbien-etreに関する保障・予防教育)
日仏教育学会年報 = Annuales de la Societe Franco-Japonaise des Sciences de l'Education 2017
Presenter:賀屋 育子; 山崎 勝之; 横嶋 敬行; 内田 香奈子
「セルフ・エスティーム」研究の抜本的再考－どう測り，どう伸ばすのか－
日本教育心理学会第58回総会 2016(Oct. 09)
Presenter:山崎勝之; 内山有美; 村上祐介; 安藤美華代; 内田香奈子
児童用のRosenberg自尊感情尺度の再作成：項目の修正と教師による児童評定を用いた妥当性の検討
日本教育心理学会総会発表論文集 2016(Oct. 09)
Presenter:横嶋敬行; 内山有美; 内田香奈子; 山崎勝之
学校主導による学校予防教育（短縮版）の実施と効果：トップ・セルフ「感情の理解と対処の育成」プログラムの実施を通して
日本教育心理学会総会発表論文集 2016(Oct. 09)
Presenter:内田香奈子; 横嶋敬行; 内山有美; 山崎勝之
Effects of implicit affect on emotional coping and school adjustment: A short-term longitudinal study with a school-based universal prevention program for enhancing emotional abilities
European Psychiatry 2016(Mar. 15)
Presenter:K. Uchida; T. Yokoshima; K. Yamasaki
Abstract:In recent years, affect and emotions are hot research topics in the domains of psychology and brain science. Moreover, an increasing number of studies have started to investigate the effects of implicit affect on health and adjustment. The purpose of this study was to examine the effects of implicit affect on explicit emotional coping with others’ emotions and school adjustment in children.
Methods
Participants were 5th- and 6th-grade children in two public elementary schools in Japan. The final samples were fifty-six children (25 boys and 31 girls). Participants completed a battery of three questionnaires just before (T1) and after (T2) an school-based universal prevention program for enhancing emotional coping abilities with others’ emotions, which was implemented in eight classes during one month. The questionnaires were utilized for assessing implicit positive and negative affect (IPA and INA), explicit emotional coping abilities to identify, understand, and regulate others’ emotions, and the adaptive status of children at school.
Results
Hierarchical regression analyses showed that higher IPA at T1 was associated with higher explicit emotional coping and motivation for learning at T2. Also, higher INA at T1 was related to better peer relationship at T2. Moreover, higher IPA and INA at T1 were concerned with higher scores of classroom climate and approval at T2.
Conclusion
This study suggested that higher IPA leads to higher explicit emotional coping with others’ emotions. Also, it suggested that higher implicit affectivity (i.e., both higher IPA and INA) causes more adaptive status of children at school.
Disclosure of interest
The authors have not supplied their declaration of competing interest.
Effectiveness of A School-Based Universal Prevention Program for Enhancing Self-Confiden Considering The Extended Effects Associated With Achievement of The Direct Purposes of The Program
European Psychiatry 2016(Mar. 13)
Presenter:K. Yamasaki; Y. Murakami; T. Yokoshima; K. Uchida
Abstract:IntroductionWe have developed a group of school-based universal prevention programs for children's health and adjustment. The programs are characterized by new theories such as the somatic-marker hypothesis and enjoyable methods that utilize animated stories and games. This study adopted one of the programs for the development of self-confidence.
ObjectiveThe aim was to examine the effectiveness of the program. In addition to the direct purposes of the program, children's adjustments at school and homeroom class were evaluated as extended effects.
MethodsParticipants were third grade children in six public elementary schools in Japan. The final sample included 442 children (219 boys and 223 girls). The program was implemented weekly in one regular 45-minute class over 8 weeks. Participants completed a battery of three questionnaires three times, 1 month before the start of the program (T1), 1 week before the start of the program (T2), and during 1 week after the last class of the program (T3).
ResultsResults showed that all of the main endpoints of the program significantly improved in the intervention condition (i.e., changes from T2 to T3), compared to the control condition (i.e., changes from T1 to T2). Moreover, children's adjustment at school and homeroom class increased in the intervention condition, compared to the control condition. However, implicit affect was unchanged.
ConclusionThis study suggests that the program is effective for enhancing self-confidence, along with adjustments at school and in class. Future research that examines the sustainability of the effectiveness of the program is planned.
Disclosure of interestThe authors have not supplied their declaration of competing interest.
学校予防教育プログラム「感情の理解と対処の育成」の教育効果：小学校３年生を対象に
日本発達心理学会第25回大会 2014(Mar. 22)
Presenter:横嶋敬行; 内田香奈子; 山崎勝之
PB010 学校予防教育「感情の理解と対処の育成」の教育効果 : 中学1年生を対象に(学校心理学,ポスター発表B)
日本教育心理学会総会発表論文集 2014
Presenter:横嶋 敬行; 内田 香奈子; 山崎 勝之
研究者総覧
