Updated on 2024/02/07

写真a

 
AOKI Tazuko
 
Organization
Faculty of Education Professor
Position
Professor
Profile
人の健やかな成長と発達に関わる心理学的要因に関心を持っている。研究対象としては、小学生から大学生を対象に研究を行っている。特に、変化の大きい小学校高学年から中学生、将来を見越した進路決定が必要になる高校生から大学の心理的成長に興味関心を持っている。
現在の関心の中心は、品格教育(character education)において、character strengths が人の健やかな成長に及ぼす影響についてである。その他にも、健やかな成長に関わりそうな、教師の指導法や、自分らしさを見つける進路面談の方法、健やかに成長する児童生徒の心理的特徴を掴む研究を行っている。
External link

Degree

  • 教育学修士 ( 九州大学 )

  • (BLANK) ( Kyushu University )

  • (BLANK) ( Hiroshima University )

Research Interests

  • Cognitive Development

  • 発達心理学

  • 学校心理学

  • Edducational Psychology

  • 教育心理学

  • School Psychology

Research Areas

  • Humanities & Social Sciences / Social psychology

Education

  • Kyushu University    

    - 1989

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  • Kyushu University   教育学研究科博士課程後期   教育心理学

    - 1989

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    Country： Japan

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  • Kyushu University    

    - 1986

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  • Kyushu University   教育学研究科修士課程   教育心理学

    - 1986

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    Country： Japan

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  • Kyushu University    

    - 1984

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  • Kyushu University   教育学部   教育心理

    - 1984

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    Country： Japan

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Research History

  • Okayama University   Graduate School of Education   Professor

    2015.4

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  • Hiroshima University   Graduate School of Education   Professor

    2011.10 - 2015.3

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  • Hiroshima University   Graduate School of Education   Associate Professor

    2007.4 - 2011.10

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  • Okayama University   Faculty of Education

    1998.4 - 2007.3

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  • Okayama University   Faculty of Education

    1995.10 - 1998.3

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  • Japan Society for Promotion of Science

    1990.4 - 1992.3

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  • Japan Society for Promotion of Science   Special researcher of the Japan Society for the Promotion of Science

    1990.4 - 1992.3

  • Kyushu University   School of Education   Research Assistant

    1989.4 - 1990.3

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  • Kyushu University   Graduate School of Edication   Research Assistant

    1989.4 - 1990.3

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Professional Memberships

  • The Japanese Association of Counseling Science

  • The Japanese Society for the Study of Career Education

  • Japanese School Psychology Association

  • 日本心理学会

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  • 日本教育心理学会

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  • The Japanese Journal of Career Education

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  • Japanese Journal of Counseling Science

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  • 日本発達心理学会

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Papers

  • Positive relationships of character strengths with fitness and physical activity in primary school children

    Kensaku Sasayama, Tomoya Imura, Minoru Adachi, Tazuko Aoki, Minglu Li

    Health Psychology and Behavioral Medicine   11 ( 1 )   2023.11

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    Publishing type：Research paper (scientific journal)   Publisher：Informa UK Limited  

    DOI： 10.1080/21642850.2023.2278290

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  • Values in Action Inventory of Strengths の簡易版，Character Strengths Rating Form（CSRF）の日中翻訳 International coauthorship

    青木 多寿子, 李 明璐, 曹 立勤

    岡山大学大学院教育学研究科研究集録   181   41 - 45   2022.11

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本稿はValue in Action Inventory of Strengths（Peterson & Seligman, 2004）の簡易版であるCharacter Strengths Rating Form（CSRF；Ruch, Martínez-Martí, Proyer, & Harzer,2014）を日本語・中国語に翻訳したものである。VIA-ISは人の幸福につながる特性を網羅的に示したもので，６領域24 種類のcharacter strengthsそれぞれに10項目，総計240項目で構成された尺度である。筆者達はこの総数の多さがcharacter strengths研究の発展に関して一種の障害になっていると考えた。この点，Ruchらが開発したCSRFは24 項目しかないため大規模の研究や縦断研究に利用することが期待できる。他方でこの簡易版の各項目の問いはとても長く，その中に西洋文化や哲学的内容に関わる用語が多く含まれており，わかりやすく正確に翻訳することは簡単ではない。そこで本稿では，これを丁寧に日本語・中国語へ翻訳した。これを用いることで，大規模調査だけでなく，国際比較研究や東洋文化をcharacter strengthsの観点で記述する研究の展開が期待できる。

    DOI： 10.18926/bgeou/64184

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  • Character strengths and well-being in Japanese children and youths : An examination using longitudinal date.

    6   102 - 109   2022.3

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  • Development of Cross-Curricular Career Education Making Use of Internship in a Middle School : Building Relevance of Students ‘Subjective Leaning, School life, and Social Life

    11   195 - 209   2021.3

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  • Parents’ Involvement and Self-determination in Junior High School Students’ Club Decision Making and its Effect on the Independence and Adaptability of University Students

    10   39 - 47   2020.3

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  • Classification of Peer Conflict in Elementary School and Efficacy of Mediation as Resolution Strategy

    9   33 - 46   2019.3

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  • Parents’ involvement in adolescents’ career decision making and its effect on the independence and adaptability of university students

    Okumura Yayoi, Morita Manami, Aoki Tazuko

    The Japanese journal of psychology   90 ( 4 )   419 - 425   2019

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    <p>This study aimed to examine the relationship between parents' involvement in adolescents' career decision making and its effect on the independence and adaptability of university students. Questionnaires were completed by 180 university students. The results revealed that parents' involvement was positively related to the dependency and obedience of adolescents, and that decision-making ability was negatively related to obedience. Parents'involvement also decreased decision-responsibility, although it increased decision-making ability. In addition, parents' involvement was related to students' satisfaction with university life. First, decision-making ability was positively related to satisfaction with university life. Second, when decision-making ability was high, parents'involvement was not related to satisfaction, while the contrary was also true. When career decision making was difficult, parents' involvement may have supported better career decision making. In conclusion, it is better that parents are not too involved and encourage decision-making; however, if this is difficult, giving support is better than leaving them alone.</p>

    DOI： 10.4992/jjpsy.90.17343

    DOI： 10.5926/arepj.60.11_references_DOI_3Vxd3XImen1IigCPf7j7RtvLeZE

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  • The Intention to Change the Negative Self and Self-Development in the Feelings of Self-Disgust <Research Article>

    Aoki Tazuko, Takeuti Kento, Yoshioka Mariko

    8   43 - 47   2015.3

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    Language：Japanese  

    From research about self-development in adolescents, we found that feeling of self-disgust could be connected with the process of self- development (Mizuma, 2003). However, meta cognition could also affect feeling of self-development in self-disgust situations. Mizuma (2003) classified feelings of self-disgust into a number of categories. Matsumoto (2011) identified three categories about everyday meta-cognition. The purpose of this study was to examine the relations in the self-disgust and to determine the personal character are associated with the intention to change the negative self. Three hundred eighty seven students in a University were participated in this study. We found the acceptance of others was key element in this intention. Additionally we found self-control of mega cognition to be important. We discussed the character of individuals who have the intention to change the negative self comparing with those who do not.

    DOI： 10.15027/36761

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    Other Link： http://id.ndl.go.jp/bib/026255755

  • 児童生徒用品格尺度の信頼性と妥当性の検討—Reliability and validity of the character strengths scale for Japanese children and youth

    井邑 智哉, 青木 多寿子

    精華女子短期大学研究紀要 / 精華女子短期大学 編   ( 40 )   7 - 12   2014.3

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    Language：Japanese   Publisher：精華女子短期大学  

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  • A Study of Theories and Site Visits of Character Education

    Aoki Tazuko

    The Japanese Journal of Developmental Psychology   25 ( 4 )   432 - 442   2014

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    Language：Japanese   Publisher：Japan Society of Developmental Psychology  

    The purpose of this study was to clarify theories of character education and to describe how character education is practiced in the U.S.A. First, the word &#039;character&#039; was defined. Next, the eleven principles of CEP (Character Education Partnership) and its strategies were described to identify the goals of character education. In addition, excellent practices at several American schools and three centers which advised the schools were introduced based on our visits to these institutions. The relationship between character education and positive psychology was examined, and differences between character education and other strategies including SEL, assertion skills, etc., were discussed in relation to the positive development of students. Finally, the difference between moral education in Japan and character education was discussed. It was apparent that character education is one of the comprehensive school reform movements that have applied many theories from developmental psychology.

    DOI： 10.11201/jjdp.25.432

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  • Teacher's Guidance Abilities Needed for Career Guidance Counseling at High School : A Comparison between an Expert Teacher and a Novice Teacher at an Academic High School with PAC (Personal Attitude Construct) Analysis

    森本 篤, 青木 多寿子

    キャリア教育研究 = The Japanese journal of career education   32 ( 1 )   15 - 20   2013.9

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    Language：Japanese   Publisher：日本キャリア教育学会  

    DOI： 10.20757/jssce.32.1_15

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  • Character strengths and well-being in Japanese children and youth: Creating good habits

    Tomoya Imura, Tazuko Aoki, Tomoko Takahashi, Yoichiro Nonaka, Tsuyoshi Yamada

    Shinrigaku Kenkyu   84 ( 3 )   247 - 255   2013.8

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Psychological Association  

    Character education in the US aims to establish good habits corresponding to good character. The purpose of this study was to determine the structure of character strengths and the relations among these strengths and wellbeing in Japanese children and youth. Peterson and Seligman (2004) developed a classification of character strengths called VIA-IS. We thought, however, that VIA-IS had too many items to use with school children. We selected 15 categories and developed a questionnaire for Japanese children and youth. Fourth to eighth grade students (N = 1,351) answered questionnaires in Study 1. We found four categories of character strengths, each of which consisted of 25 items: perseverance-honesty, courage-ideas, compassion-gratitude, and fairness-care. These categories were very similar to previous research findings which simplified the categories. In Study 2, we found a positive relationship among four categories of character strengths and well-being, which we called the hope scale, life satisfaction scale, subjective happiness scale, and social support scale. We discussed what additional research was needed for establishing good habits using our categories with children and youth in schools.

    DOI： 10.4992/jjpsy.84.247

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  • 〔日本道徳教育学会〕第五十七回(平成13年度春季)大会特別報告 アメリカの小学校における道徳教育の現状 (特集 21世紀の総合的な学習と道徳教育)

    青木 多寿子

    道徳と教育   46 ( 3 )   58 - 78   2002

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    Language：Japanese   Publisher：日本道徳教育学会事務局  

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  • Intensifying the Desire to Be a Teacher through Practice Teaching Experiences: Survey of Students Who Have Finalized Their Career Paths with Focus on Teacher Efficacy

    13   23 - 35   2023.3

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    DOI： 10.18926/cted/65062

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  • Investigating Effective Factors for Maintaining the Motivation of English Learners

    AOKI Tazuko, SUZUKI Kotaro, UMEMOTO Nao

    15   11 - 18   2023.3

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    Language：Japanese  

    Continuous learning is essential to master English. Thus, we investigated how the motivation of English learners could be maintained. Four factors were examined; competitiveness with oneself or with one’s friends, the desire for validation in connection with various situations, and the admiration for fluent English speakers. Participants were divided into two groups: the first comprised students who planned to use English in the future, and the second, those who had no such plan. A multiple regression analysis was carried out with both groups, with the “maintenance of motivation” score as a dependent variable and the factors being investigated as independent variables. For the first group, “competitiveness with their selves” and “admiration for their English teachers” had a positive effect on the participants’ scores, whereas “competitiveness with other people” had a negative effect. For the second group, “admiration for their teachers” and “admiration for non-teachers” had a positive effect. Lastly, we also discussed what is needed to keep learners’ motivation from the viewpoint of English teachers.

    DOI： 10.15027/53781

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  • What Factors are Influencing College Students' Perceived Vulnerability to Illness During COVID-19?

    AOKI Tazuko, WATANABE Ayane

    15   19 - 28   2023.3

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    Language：Japanese  

    We investigated university students' vulnerability to disease (PVD) during COVID-19, including individual and familial factors. The study was conducted between late May and October 2021. The vaccinations started in September 2021. Health trajectories of the control scale, the Big Five scale, and vaccination status were considered individual factors. The familial factors included living alone, with an older person, or with someone such as a healthcare worker. The results showed that although emotionally unstable students had a higher perceived vulnerability to disease, the vaccination experience reduced their “infectivity to disease” on the PVD scale. However, it was shown that a perception of vulnerability to the disease, “infection avoidance”, was not related to household factors or COVID-19 vaccination status. This suggests that university students have a stronger desire to prevent COVID-19 infection compared to consideration for living together.

    DOI： 10.15027/53782

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  • Re-defining Bullying to include Objectivity as well as Subjectivity Analyzing the most serious bullying styles

    13   161 - 174   2023.3

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    Language：Japanese  

    DOI： 10.18926/cted/65071

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  • A Personal Attitude Construct (PAC) Analysis of Teachers’ Recognition of the Need for Student Career Guidance Counseling at a High School in Shandong Province International coauthorship

    AOKI Tazuko, XU Xiao

    13   135 - 140   2021.3

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  • Changes in learners’ consciousness caused by project-based learning in Okayama University Graduate School

    AOKI Tazuko, YAMASAKI Mayu, HAN Xiao, ZHAO Dehui

    13   37 - 47   2021.3

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    Language：Japanese  

    This paper summarizes the changes in learners’ consciousness while proceeding with a project as a team in project-based learning (PBL) in the Master’s Program in Educational Sciences, Okayama University. The project team in this program consisted of people coming from multiple nationalities and fields of specialty, with various ideas and holding different values. Therefore, to take advantage of diversity and expertise, grasp things from a broader perspective, and discover the possibilities of new research perspectives, we examined the PBL significance and issues pertaining to it considering the actual feelings of learners through PBL. Also based on real case in our team since we been through a lot of troubles and culture crush. We thought it was necessary to go. Therefore, we conducted a questionnaire survey for other learners and analyzed the results from the perspectives of both Japanese and international students. Finally, we discussed the PBL significance in this program and matters for the next year.

    DOI： 10.15027/50805

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    Other Link： http://id.ndl.go.jp/bib/031422989

  • Development and verification of a cross-curriculum for career education based on psychological education that promotes children's self-understanding : Through practice in multiple schools using a wide support system

    22 ( 22 )   1 - 13   2021.3

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    Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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  • The effect of anticipated regret based on regret in past on sense of self-positiveness

    Aoki Tazuko, Ueda Ayaka, Ohta Riku

    12   33 - 38   2019.11

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    Previous studies have shown that anticipated regret influences people's choices. However, it remains unclear whether and how anticipated regret affects sense of self-positiveness. This study examined relationship between tendency of anticipated regret and sense of self-positiveness. University students (N=184) completed questionnaires assessing their past regrets, anticipated regret, and senseof self-positiveness. The results of path analysis suggested that "assent", a subscale of anticipated regret, was positively associated with the sense of self-positiveness while "sensitivity of regret" has a negative influence on the sense of self-positiveness. These findings suggest that "assent" is a positive aspect of regret.

    DOI： 10.15027/48289

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    Other Link： http://id.ndl.go.jp/bib/030116814

  • Erratum:Character strengths and well-being in Japanese children and youth: Creating good habits [The Japanese journal of psychology Vol. 84 (2013) No. 3 p. 247-255]

    Imura Tomoya, Aoki Tazuko, Takahashi Tomoko, Nonaka Yoichiro, Yamada Tsuyoshi

    The Japanese journal of psychology   84 ( 3 )   450_1 - 450_1   2013

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    Language：Japanese   Publisher：The Japanese Psychological Association  

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    DOI： 10.4992/jjpsy.84.450_1

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  • Characteristics of the Classes that Introduce "Quotation" into Discussions : Through the Analyses of the Discourse of Fourth Graders

    SASAHARA Masaki, AOKI Tazuko

    Japan Journal of Educational Technology   35 ( 4 )   331 - 343   2012

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The aim of this study was to clarify the characteristics of the classes that introduce &quot;quotation&quot; into discussions. To achieve this goal, the study analyzed the discourse of fourth graders in their Japanese-language classes, where they were required to read literary works. The results were as follows. First, introducing &quot;quotation&quot; produced &quot;links&quot; among the remarks of the children. More specifically, their remarks were &quot;connected&quot; to each other, creating a successive flow of remarks. Also, the children referred to each other&#039;s remarks, which clarified the points that were common to or different from each other. Second, not only were their remarks connected to each other but also mutual relationships were established among the children.

    DOI： 10.15077/jjet.KJ00007978024

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  • The differences in role expectations of adolescent men and women for various others.

    Aoki Tazuko

    The Japanese journal of psychology   64 ( 2 )   140 - 146   1993

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    Everyday discourse patterns of adolescents were examined to clarify differences in their implicit expectations for various other people. Subjects were asked to complete 50 questionnaires on self-disclosing behaviors (Study 1) and which person in whom they would talk (Study 2) in everyday life. In both studies importance about each question is also scored by seven point scale. Total prefered percentage was calculated about each selected person. The results were as follows: same-sex friends were most frequently chosen as the person, to talk to while parents were selected for more important matters. Males comparatively tended to choose their father, while females their mother, to talk important matters with. Males had a tendency to talk about only important matters, while females tended to ignore importance. Males had a tendency to talk with girl friends about things they told no one else, while females tended to share with same-sex friends the same information as with boy friends. Gender differences in implicit role expectations for various others were discussed.

    DOI： 10.4992/jjpsy.64.140

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  • The effects of knowledge and its developmental differences on misconception of weight.

    Aoki Tazuko

    The Japanese journal of psychology   63 ( 3 )   188 - 195   1992

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    This study aims to examine developmental knowledge related to misconception about weight. Subjects from 5th to 7th graders were asked to reason about justifiable phenomena which never occur in science. After that, before judging weight addition tasks, subjects engaged in some knowledge-generating-tasks to examine which knowledge-generating-tasks relate to misconception. The main results were as follows: (1) Most subjects did not realize untruth about justifiable phenomena, (2) the knowledge which related to misconception were muscular-kinetic-feeling and balance-feeling about weight, and (3) awareness to knowledge-generating-tasks changed with age; 5th graders found the relation about every kind of knowledge-task on chance level responding and 6th and 7th graders found the relation with some justificable knowledge. Additionally, some 7th graders were not deluded by any knowledge-generating-tasks. These results suggested misconception about weight might relate to inference from some kinds of everyday-knowledge without realizing the inconsistency with science to them. The developmental change of awareness to knowledge-generating-tasks were discussed in terms of coordination subjects&#039; own theory and their use of knowledge.

    DOI： 10.4992/jjpsy.63.188

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  • Developmental changes and sex differences in judging weights addition between 5th and 6th graders.

    Aoki Tazuko

    The Japanese journal of psychology   61 ( 6 )   363 - 369   1991

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    The purpose of the present study is to examined developmental changes and sex differences in judging weights. Experimental groups were engaged in weights addition tasks and then given correct answers (correctional feedback). Four to six months later, both experimental and control groups were subjected to the same tasks. The individual range of reaction time in 6th graders is much wider than that in 5th graders and that the presentation of correctional feedback is more effective in 6th graders. These results suggest that 6th graders make more efforts in judging weights addition with logical and overall criteria. Both 6th male and 5th female students judge weight with more consistent confidence than both 5th male and 6th female students. These results suggest that male students come to judge weight with consistent confidence with age while female students do not, and that the social desirability, that is, &amp;ldquo;male will always hold their own opinion&amp;rdquo; seems to affect judging process.

    DOI： 10.4992/jjpsy.61.363

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  • RELATION BETWEEN JUDGING ADDITION OF WEIGHTS AND CONSERVATION OF VOLUM E

    AOKI Tazuko

    The Japanese Journal of Educational Psychology   37 ( 4 )   359 - 364   1989

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    Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

    In a task of judging addition of weights, a U-shaped growth curve was observed (Piage, 1973 ; Aoki, 1988). Aoki also showed that the performance of them went down in 6 th grade according to judgment and explanation corresponding to criteria. Concerning this curve, Piaget(1973)claimed that this phenomenon was related to the conservation of volume though without empirically proving it. The purpose of this study was to re-examine the U-shaped curve in this task with another corresponding criteria (only judgment criteria), and to clarify the relation between the phenomenon of these weights&#039; tasks and conservation of volume. From second graders to college students, 267 subjects participoted in this experiment with a given problem paper. The results proved that the U-shaped curve could be found again, though sex differences were not observed ; and it was found that the relation between conservation of volume and the weights&#039; tasks was observed. It was also confirmed that the achievement of conservation of volume did not always explain every phenomenon concerning this curve.

    DOI： 10.5926/jjep1953.37.4_359

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  • Developmental changes in judgment of weights addition.

    Aoki Tazuko

    The Japanese journal of psychology   60 ( 2 )   83 - 89   1989

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    Language：Japanese   Publisher：The Japanese Psychological Association  

    As weight is invisible, some judgmental criteria are needed in judging weight. An experiment was carried out using the second, forth, sixth, eighth graders and college students to reveal (1) what weights positions make subjects more errors in judgment of weights addition and (2) what relationships will be found between the judgments and judgmental criteria. Subjects were engaged in the tasks to judge weights addition in two conditions, height of weights and relative positions, and were asked the judgmental criteria in two situations, visual exteroceptive and realistic proprioceptive situations. Results showed clearly the developmental changes. The fourth graders dominatly produced errors in height of weights conditions and tended to depend on the criteria in realistic situations. In the contrast to this, the eighth graders committed errors in relative differences of weights positions and depended on the criteria in visual situations as well as realistic ones. Sex differences were also observed in terms of criteria. No relations between the judgments and judgmental criteria was found in girls&#039; judgments of weights additions.

    DOI： 10.4992/jjpsy.60.83

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  • DEVELOPMENTAL CHANGES OF JUDGING PROCESSES AND SEX DIFFERENCES IN JUDGEMENT OF WEIGHTS ADDITION

    AOKI Tazuko

    The Japanese Journal of Educational Psychology   36 ( 4 )   327 - 332   1988

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    Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

    This study aimed at clarifying differences in judging processes at grade levels in judgement of weights addition. Six to thirteen year-old children (total 222) were subjected to the task, and the 6- and 12-year-old children&#039;s performance were seen to go down. The error styles of each grade levels were examined and those grades were divided into two groups: high performing group (9-, 11-, 13-year-olds) and low performing group: 6-, 8-, 12-year-olds. The effects of correctional feedback were investigated in the latter one. The results showed: the 6-year-olds showed neither consistent errors, nor the effects of feedback, however among the 8-year-olds, the effects of feedback were observed in the experimental (feedback) group only, whereas the 12-year-olds presented the same error tendency as the 8-year-olds did and their performance went up in the control (non-feedback) as well as in the experimental group. Sex differences were observed on both performance and effects of feedback. From these results it was concluded that a poor performance does not necessarily correspond to a poor cognitive ability.

    DOI： 10.5926/jjep1953.36.4_327

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  • 重さの加法性判断課題における判断の質的変化及び性差に関する発達的研究

    青木多寿子

    日本教育心理学会教育心理学研究   36 ( 4 )   37 - 42   1988

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Books

  • 日本の心理教育プログラム : 心の健康を守る学校教育の再生と未来

    山崎, 勝之

    福村出版  2022.10  （ ISBN:9784571220616 ）

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    Total pages：305p   Language：Japanese

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  • もう一つの教育―よい行為の習慣をつくる品格教育の提案

    青木 多寿子（ Role： Edit）

    ナカニシヤ出版  2011.10  （ ISBN:4779505534 ）

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    Total pages：73  

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  • 教師になる人のための学校教育心理学

    越, 良子（ Role： Joint author ,  認知の発達）

    ナカニシヤ出版  2021.10  （ ISBN:9784779514890 ）

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    Total pages：v, 223p   Language：Japanese

    CiNii Books

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  • よくわかる学校教育心理学 (やわらかアカデミズム・わかるシリーズ)

    森 敏昭, 淵上 克義, 青木 多寿子（ Role： Joint editor）

    ミネルヴァ書房  2010.4  （ ISBN:4623056422 ）

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    Total pages：258  

    ASIN

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  • よくわかる生徒指導・キャリア教育

    小泉令三（ Role： Joint author ,  「居場所づくり」「心理教育プログラムの活用」「ロール・プレイの活用」）

    2010.4 

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  • 児童心理学 (心理学のポイント・シリーズ)

    青木 多寿子, 戸田 まり（ Role： Joint author）

    学文社  2009.11  （ ISBN:4762018856 ）

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    Total pages：141  

    ASIN

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  • 認知発達の心理学―U字型発達曲線の解釈に見る青年前期の認知特性

    青木 多寿子（ Role： Sole author）

    九州大学出版会  2002.3  （ ISBN:4873787165 ）

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    Total pages：122  

    ASIN

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  • 認知心理学者 新しい学びを語る

    （個性化・個別化時代を生き抜く知の支援）

    北大路書房  2002 

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  • 『特別活動と総合学習の心理学』「表現力を育てる」

    ナカニシヤ出版  1999 

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  • 『認知心理学から見た授業課程の理解』「理解の授業課程の理解」

    北大路書房  1999 

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  • 『心理学辞典』

    有斐閣  1999 

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  • 『認知心理学から理科学習への提言』「体験・活動型授業としてみた3つの実践」

    北大路書房  1998 

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  • 児童心理学(共著)

    放送大学教育振興会  1998 

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  • ことばの科学―単語の形成と機能 (SAライブラリー)

    無藤 隆, 柏崎 秀子, 青木 多寿子（ Role： Joint translator）

    東京化学同人  1997.6  （ ISBN:4807910868 ）

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    Total pages：286  

    ASIN

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  • 『コンピュ-タがひらく豊な教育-情報化時代の教育環境と教師』「コンピュ-タで学ぶシミュレ-ション、アニメ-ション」「コンピュ-タで表現する-描画、ワ-プロ、ハイパ-カ-ド」「マルチメディアの教育」

    北大路書房  1996 

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  • 重さの誤判断に及ぼす知識の影響とその発達差

    心理学研究  1992 

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  • 『発達心理学 上』「発達の諸問題」

    ナカニシヤ出版  1989 

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  • 重さの加法性判断課題における判断の質的変化及び性差に関する発達的研究

    教育心理学研究  1988 

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Works

  • 小中学生のための読書促進プロジェクト

    2002

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  • 附属中学校、附属幼稚園、保護者、外部と連携した総合的な学習

    2001
    -
    2002

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Awards

  • ヤングサイコロジスト

    1992  

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    Country：Japan

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Research Projects

  • 世界で広まる品格教育の日本的展開の可能性について：エビデンスと視察を通して

    Grant number：20H01680  2020.04 - 2024.03

    日本学術振興会  科学研究費助成事業 基盤研究(B)  基盤研究(B)

    青木 多寿子, 山田 剛史, 川合 紀宗, 笹山 健作, 宮崎 宏志, 足立 稔, 新 茂之, 井邑 智哉

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    Grant amount：\15600000 （ Direct expense: \12000000 、 Indirect expense：\3600000 ）

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  • An Inquiry into the conditions for deep common understanding among abled-bodied persons and challenged persons

    Grant number：26370018  2014.04 - 2017.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

    MIYAZAKI Hiroshi, KISHIMOTO Hiroshi, Aoki Tazuko

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    Grant amount：\2990000 （ Direct expense: \2300000 、 Indirect expense：\690000 ）

    Currently,it is recognized that challenged persons have the inherent dignity and worth and equal rights.Nevertheless,we see the serious affairs of disability discrimination and prejudice.Now,comprehensive understanding of challenged persons should be required.So,the purpose of this research is to inqure into the conditions for deep common understanding among abled-bodied persons and challenged persons,from the standpoint of ethics.For such purpose,we sought the strategy to refine imagination and tacit knowledge.The article as the main research achievement “A Search for the Clue to Comprehensive Understanding of Others from the Standpoint of John Dewey's Concept ‘Habit’” was printed in The Japanese Journal of Educational Practices on Moral Development Vol.10,No.1,2016.

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  • Research the theories of character education and analyzing the effects piled up during compulsory education keeping in close contact with parents and community.

    Grant number：23330263  2011.04 - 2015.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    AOKI Tazuko, HASHIGAYA Yoshimasa, MIYAZAKI Hiroshi, YAMADA Tsuyoshi, ATARASHI Shigeyuki, KAWAI Norimune, IMURA Tomoya

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    Grant amount：\17940000 （ Direct expense: \13800000 、 Indirect expense：\4140000 ）

    Character education aims at making good habits for students with core virtue. We can imagine long span education, for example, all over the compulsory education is more effective than just depending upon each classroom teachers. We are sure that cooperating education with parents and community are more effective than just teachers. We would be sure that a core made them cooperate easily. Character education has a possibility to be a core of comprehensive education reform to bring up good citizens. In this research, we discussed it by visiting schools visits which had gotten “National School of Character”. We discussed from four professional points; educational psychology, philosophy and ethics, special education and visual design. We also examined the effects of character education for six years. We found that we could see effective results after we had continued for five or six years’ education. That means we need to have grate perseverance to establish good habits for students.

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  • Encouragement of school wide character education in Japan ; aiming at a world-level throughout supporting professionals development by researchers.

    Grant number：22653119  2010 - 2012

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research  Grant-in-Aid for Challenging Exploratory Research

    AOKI Tazuko, HASHIGAYA Yoshimasa, MIYAZAKI Hiroshi, YAMADA Tsuyoshi, ATARASHI Shigeyuki, KAWAI Norimune

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    Grant amount：\2920000 （ Direct expense: \2500000 、 Indirect expense：\420000 ）

    A school district began school wide character education. This is the first case in Japan. The purpose of this study is to support them to develop a world-leveleducation. Our professional teams helped to answer theoretical questions from teachers. Also we invited a professional researcher and an excellent director from USA to give them some advices. Teachers understood the meaning of character education more clearly and found some ideas to develop them more excellent.

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  • 学区で取り組む品性教育の研究者による支援と成果・問題点の分析

    Grant number：19653109  2007 - 2009

    日本学術振興会  科学研究費助成事業 挑戦的萌芽研究  挑戦的萌芽研究

    青木 多寿子, 橋ヶ谷 佳正, 宮崎 宏志, 山田 剛史, 新 茂之

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    Grant amount：\3200000 （ Direct expense: \3200000 ）

    東京都のA区が取り組み始めた人格の完全を目指した品性・品格教育を、研究者で支援するのが本研究の目的である。
    本研究の3年間の目的は、(1)品性・品格教育の全国初の実践に向けて、取り組みの理念や教育的意義を、教員や保護者に向けて正確に伝えるため、教育委員会の活動を支援すること、(2)品性に関する教育の成果を、well-beingとの関係を中心にアンケートで調査し、この取り組みをエビデンス・ベースの展開にすること、(3)アメリカで教員達に品性・品格教育を教え、全米で学校を支援しているボストン大学の先生をお招きし、A区の品性・品格教育にコメントしていただき、旧来の教育と違った新しい視点を取り入れることである。本年度はまとめの年なので、(1)、(2)を中心に行った。
    (1) 地域の保護者向け講演会、校内研修会、教育委員会主催の研修会等で、交通費、講演料なしの講演を行い、全区実施に向けて教員研修等のお手伝いをした。また、教育委員会は、全学区で使用する教師用手引き書を作成したが、これを作成する際、知識提供、翻訳した資料の提供を行った。
    (2) アンケート調査は、A区が取り組みを始める前の段階から毎年、2月に調査を行っている。今回で4回目のアンケートを実施した。3回目までのまとめは、アンケートに協力してくださった学校と教育委員会にお伝えした。この分析の結果、規範意識は確かにwell-beingと関わっているが、その教育の成果の様相は内容(根気、活力、寛容など)によって多様であることが窺えた。
    (3) 昨年のボストン大学の教授による講演の逐語録をまとめ、多くの方に配布できるようにした。

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  • 児童・生徒のポジティブな特性を育む生活指導の心理学的研究

    Grant number：18330191  2006 - 2008

    日本学術振興会  科学研究費助成事業 基盤研究(B)  基盤研究(B)

    青木 多寿子, 橋ヶ谷 佳正, 宮崎 宏志, 山田 剛史

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    Grant amount：\11140000 （ Direct expense: \9400000 、 Indirect expense：\1740000 ）

    本年度は、4月に橋ヶ谷の作成した「品性」「礼節」「責任」「誠実」「自律」「根気」「寛容」のポスターをH市内の小中学校11校,H県S町内の小中学校13校に月1枚のペースで張ってもらい、校長先生にその月に張ったポスターの内容について月1回の講話をお願いした。この実践の成果を子ども達のポジティブな特性を育むことに役立つかどうかをアンケートを実践の実施前と後で分析して成果を確認することにした。他方で,東京都A区では違うキーワード(徳目)と独自のポスターを用い,月1つのペースで子ども達の規範を育む取り組みをしている。ここでは今年は3年目の調査を2月に実施した。
    質問紙は,Peterson & Seligman(2004),Snyder, et al.(1996), Boyer(1995),加藤& Snyder(2005),大竹et al.(2005),島井et al.(1995),寺崎・岸本・古賀(1992),青木&竹嶋(2007)等を参考に,小学校3年生から中学3年生までを対象として,規範意識と感情,幸福感,希望との関係を調べた。これらの調査の結果,明らかになったことは主として次の3つである。(1)規範意識の高さは,ポジティブな感情,根気強さ,希望,主観的な幸福感,生活充実感とはプラスの相関があり,ネガティブな感情とはマイナスの相関がある。(2)品格教育の実施の効果については,相関関係のあるものが増えたという点では効果があったと言えるが,規範の得点には変化はない。(3)発達的変化を見ると,小学校の中学年が一番規範意識が高く,中学生の規範が低いこと,つまり,年齢が進むとともに,数値が下がる発達をする。これらのことから,規範は単調増加的に上昇するのではなく,質が変化する,と言う形で変化することが窺えた。この中で,A区の初年度の分析結果は,ベルリンで開催されたICPで,H市,S町の調査のプレテストについては,2009年に行われたSRCDで発表した。

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  • Realizing Objective Absolute Evaluation Using Experimental Design for "Coding of Experiences"

    Grant number：14209010  2002 - 2005

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)  Grant-in-Aid for Scientific Research (A)

    TERASAWA Takafumi, AOKI Tazuko, OHTA Nobuo, TOSHIDA Tetuya, YAMADA Tsuyoshi, HARA Natsuko

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    Grant amount：\48880000 （ Direct expense: \37600000 、 Indirect expense：\11280000 ）

    Until now, it has not been possible to scientifically measure a person's academic skills using scientific data, or, in other words, to realize objective absolute evaluations. In response, we developed a new measurement method which, unlike conventional evaluation methods that measure the effects of learning using tests only, also takes learning events into consideration. That is to say, we introduced a method of scheduling individual learning events and test events for extended periods according to each content of study, to see when and how these events occur, thereby accurately measuring a child's learning effects. This approach leads to a new educational evaluation method that is based on the new scheduling technique and which "integrates learning and tests." In our study, we applied this new approach to drill learning situations at the school setting, and fed back to individual students the effects of drill learning that cannot be perceived immediately even with studying (micro-steps). We also aimed at boosting children's motivation for learning. We conducted long-term learning experiments targeting such drill learning as studying and memorizing English words in high school, and reading Chinese characters in elementary school. Accumulation of the effects of daily learning, which are slight, was measured scientifically with extremely high precision, enabling us to illustrate the timeline changes in an individual student's learning attainment levels. Moreover, by feeding back the accumulation of such effects to individual students, we succeeded in increasing their motivation for learning. There currently are no other studies that carry out learning assistance of individually measuring the learning effects and feeding back the findings.

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  • Data storing CAI system that enables a lifetime individual learning : Developing a module on the basis of data from long-term learning experiments and the human memory theory to estimate learner's exam results

    Grant number：11559013  1999 - 2001

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    TERASAWA Takafumi, YOSHIDA Tetsuya, OHTA Nobuo, AOKI Tazuko, SHIMAUCHI Yukio

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    Grant amount：\13000000 （ Direct expense: \13000000 ）

    The present study attempts (1) to accumulate data regarding learners' responses to a vast amount of study contents in long-term daily learning, and (2) to develop data storing CAI that can provide beneficial learning information feedback on the basis of gathered data. Our main aim here is to develop the module that can predict effective learning based on the learner's accumulated data.
    We conducted long term learning experiments by providing laptop computers to the high school students (learners) and asked them to study English words continuously for long tem at home. We analyzed the extensive data obtained from the experiments and discovered several new findings that have not been reported in previous studies so far, for example, the effect of learning is certainly accumulated even though the learner is not aware of it, and increased in the achievement of learning parallels with the study period. Moreover, from individual analyses of the learners, learning stages of individual is depicted to astonishing degree than we have expected.
    The achievement of individual is found to be rising steadily. Based on the achievement data that falls on simple regression line, we found that variation in the achievement can be predicted. Although the results indicate accomplishment of the research's goal, we found considerable individual differences beyond our prediction. Thus, we attempted to find out what leads to the large individual differences. As a result, we found the relation between substantial degree of achievement and the time spent for learning. A big individual difference exists in the achievement of English words learning that has been carried out widely and generally is totally new discovery.
    In addition, by means of conducting long term learning experiment, we develop English words database that is important and beneficial for the participants. From methodological perspective, the findings of the present study indicate possibility of a new experimental paradigm (i.e., micro-step estimation method) that can examine a time dimensional factor.

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  • 活動を通して体験する科学学習の効果について-活字・映像による学習との比較-

    Grant number：09710089  1997 - 1998

    日本学術振興会  科学研究費助成事業 奨励研究(A)  奨励研究(A)

    青木 多寿子

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    Grant amount：\1900000 （ Direct expense: \1900000 ）

    本研究は、近年各地に設立されている体験型科学センターを利用し、体験による学習、映像で学ぶ学習、活字で学ぶ学習では、学習がどのように違ってくるかを検討した。
    平成9年度では、約200人の大学生に体験型科学センターを訪問して記入してもらった自由記述のアンケートをベースに質問紙を作成した。質問紙は、上記の3つの違いを反映できると予測できる5段階評定の12項目とした。
    平成10年度は、この質問紙を用いて、大学生に科学センターで、体験型学習3課題、映像型3課題に取り組んでもらい、アンケートに答えてもらった。活字群は、科学センターの機材の解説を活字と挿し絵で解説した文章を提示し、それを読んで同じ質問に答えてもらった。
    各項目ごとに、体験型、視聴覚型、活字型を比較する分散分析を行った。その結果、視聴覚型の学習は、活字による学習と比較すると「どうしてだろうなどど考えた」「なるほどと納得した」「自分はよく学んだと思う」「すごいと思った」「驚いた」という項目が有意に高かった。また、活字型の学習と体験型の学習の比較では、上記の視聴覚型で高かった項目にと加えて「楽しかった」「進んで取り組む気が起きた」「どんな結果がでるかわくわくした「もっと深く調べたくなった」という項目が有意に高かった。つまり、体験型の学習では、視聴覚型の学習効果に加えて、楽しいと思う気持ち、わくわくする気持ち、進んでやりたくなる気持ち、もっと調べたくなる気持ちなど、学習に前向きに取り組む気持ちを起こさせることが伺えた。逆に言えば、活字型、映像型の学習では、学習に前向きに取り組む「気持ち」が生じにくいことを意味している。本研究から、体験型学習を組む際には、学習に前向きに取り組む気持ちを生じさせる教育効果をねらったらよいことが示された。

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  • 体力・体格の異なる幼児と中学生で「大きい」「重い」ものは同じか?

    Grant number：08710095  1996

    日本学術振興会  科学研究費助成事業 奨励研究(A)  奨励研究(A)

    青木 多寿子

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    Grant amount：\900000 （ Direct expense: \900000 ）

    本研究では「大きい」「重い」「強い」という形容詞を用い、幼児から中学生までの被験者を対象に、これらの言葉の使い分けと体格の関係を調査した。なぜなら、幼児にとって大きく見える犬も、中学生にとっては小さな犬に過ぎないし、幼児からみれば「お兄さん」「お姉さん」である小学生は、中学生から見れば、小さな、弱い子どもにすぎず、体格とこれらの言葉の使い分けに関係が見いだせると考えたからである。
    従来、発達心理学では、小学校高学年から中学生にかけての第二次成長期に、身長が急激に伸び、自我が形成されることを示してきた。しかし、これらのことと、認知の発達とは別のことだと考えられてきた。けれども、体の大きさによって、言葉が使い分けられると考えると、急激に身長の増加する第二次成長期と認知の関連を考えることができることになり、従来の発達心理学に認知の発達を組み込むことができる。
    そこで本研究では、幼児(年長児)から中学2年生までの9年齢層の幼児・児童・生徒を被験者とし、身近な人たち(お父さん、お母さん、赤ちゃんなど9種類)と、動物(トラ、ハト、ウサギなど11種類)をとりあげ、写真の豊富なわかりやすい質問紙を作成し、7階段で評定してもらった。幼児は個別に面接した。その結果、確かに、年齢によって、大きい、強い、重い、という言葉には使い分けがあり、その区別は、身長という要因も関係していると考えられるが、その関係は単純でなく、身長だけでなく、カテゴリーとも関連していることが伺えた(たとえば、「中学生」のカテゴリーに入る人から見れば、小学生は小さい)。加えて、お父さんは、お母さんよりも、祖父母よりも、大きく、強く、重いと思う傾向が中2まで続いていた。これに対して、母親、祖父母が被験者の年齢とともに弱く評定されていた。このことから、これらの形容詞には、心理的な意味も含まれて語彙の意味判断が成されていることがわかった。

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  • 重さの判断に見られる科学理論と日常的直感理論の相補性

    Grant number：06905007  1994

    日本学術振興会  科学研究費助成事業 奨励研究(B)  奨励研究(B)

    青木 多寿子

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    Grant amount：\180000 （ Direct expense: \180000 ）

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  • 重さの加法性判断の発達差・性差に関する研究

    Grant number：02951043  1990

    日本学術振興会  科学研究費助成事業 奨励研究(特別研究員)  奨励研究(特別研究員)

    青木 多寿子

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    Grant amount：\1000000 （ Direct expense: \1000000 ）

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  • 子どもの科学的思考の発達的変化

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    Grant type：Competitive

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  • The developmental changes of scientific thinking

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    Grant type：Competitive

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  • 情動性の変化と発話の意図の関係

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    Grant type：Competitive

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  • 品性徳目教育と心理学

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    Grant type：Competitive

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  • Character education and Psychology

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    Grant type：Competitive

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  • The relation between emotion and speech intention

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    Grant type：Competitive

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  • Learning for Sustainability Ⅰ （2023academic year） 1st semester  - 火7～8

  • Learning for Sustainability Ⅱ （2023academic year） Second semester  - 火7～8

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2023academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2023academic year） Fourth semester  - 月1～4

  • Seminar in Educational Psychology （2023academic year） Fourth semester  - その他

  • Research Methods in Education and PsychologyDⅠ(Research Methods of Psychology1) （2023academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyDⅡ(Research Methods of Psychology2) （2023academic year） 1st-4th semester  - その他

  • Project Research in Educational Science （2023academic year） 1st-4th semester  - その他

  • Seminar in Clinical Psychology of Education Ⅰ （2023academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education Ⅱ （2023academic year） Second semester  - その他

  • Clinical Psychology of Education (School Psychology 1) （2023academic year） Third semester  - 木1～2

  • School Guidance and Career Guidance A （2023academic year） 1st semester  - 木1～2

  • Theory and Methods of the Student Guidance （2023academic year） Second semester  - 木1～2

  • SpecialStudies in School Guidance and Personnel Services : Seminar A （2023academic year） Third semester  - 火5,火6

  • SpecialStudies in School Guidance and Personnel Services : Seminar B （2023academic year） Fourth semester  - 火5,火6

  • Special Studies in Career Choice and Development A （2023academic year） 1st semester  - 火5,火6

  • Special Studies in Career Choice and Development B （2023academic year） Second semester  - 火5,火6

  • Career Guidance　A （2023academic year） Fourth semester  - 木1～2

  • Approaches to Education （2022academic year） 1st semester  - 火1～2

  • Seminar in Teaching Profession Practice (Elementary school) （2022academic year） 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Elementary school) （2022academic year） 1st-4th semester  - 水7～8

  • Introductory Seminar in Educational Psychology　Ⅰ （2022academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2022academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2022academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2022academic year） Fourth semester  - 月1～4

  • Seminar in Educational Psychology （2022academic year） Fourth semester  - その他

  • Research Methods in Education and PsychologyDⅠ(Research Methods of Psychology1) （2022academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyDⅡ(Research Methods of Psychology2) （2022academic year） 1st-4th semester  - その他

  • Project Research in Educational Science （2022academic year） 1st-4th semester  - その他

  • Seminar in Clinical Psychology of Education (1) （2022academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education (2) （2022academic year） special  - その他

  • Seminar in Clinical Psychology of Education Ⅰ （2022academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education I (School Psychology 2) （2022academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education II （2022academic year） special  - その他

  • Seminar in Clinical Psychology of Education Ⅱ （2022academic year） Second semester  - その他

  • Special Studies in School Clinical Psychology A （2022academic year） Third semester  - 火5,火6

  • Special Studies in School Clinical Psychology B （2022academic year） Fourth semester  - 火5,火6

  • Clinical Psychology of Education (School Psychology 1) （2022academic year） Third semester  - 木1～2

  • Clinical Psychology of Education (1) (School Psychology 1) （2022academic year） Third semester  - 木1～2

  • School Guidance and Career Guidance A （2022academic year） 1st semester  - 金1,金2

  • Theory and Methods of the Student Guidance （2022academic year） Second semester  - 金1,金2

  • School Guidance and Personnel Services AI （2022academic year） 1st semester  - 金1,金2

  • School Guidance and Personnel Services AＩＩ （2022academic year） Second semester  - 金1,金2

  • Vocational Guidance (1) （2022academic year） Fourth semester  - 木1,木2

  • Career Guidance　A （2022academic year） Fourth semester  - 木1～2

  • Approaches to Education （2021academic year） 1st semester  - 火1～2

  • Educational Psychology AI （2021academic year） special  - その他

  • Educational Psychology AII （2021academic year） special  - その他

  • Seminar in Teaching Profession Practice (Elementary school) （2021academic year） 1st-4th semester  - 水7,水8

  • Introductory Seminar in Educational Psychology (1) （2021academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology (2) （2021academic year） Third semester  - 金5,金6

  • Introductory Seminar in Educational Psychology　Ⅰ （2021academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2021academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology (1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology (2) （2021academic year） Fourth semester  - 月1～4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2021academic year） Third semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2021academic year） Fourth semester  - 月1～4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2021academic year） Fourth semester  - 月1～4

  • Seminar in Educational Psychology （2021academic year） Fourth semester  - その他

  • Individual Study in Educational Psychology D (1) （2021academic year） special  - その他

  • Individual Study in Educational Psychology D (2) （2021academic year） special  - その他

  • Research Methods in Education and PsychologyDⅠ(Research Methods of Psychology1) （2021academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyDⅡ(Research Methods of Psychology2) （2021academic year） 1st-4th semester  - その他

  • Research Methods in Education and PsychologyDⅠ(Research Methods of Psychology1) （2021academic year） special  - その他

  • Research Methods in Education and PsychologyDⅡ(Research Methods of Psychology2) （2021academic year） special  - その他

  • Project Research in Educational Science （2021academic year） 1st-4th semester  - その他

  • Clinical Psychology of Education (1) （2021academic year） Fourth semester  - 金1～2

  • Seminar in Clinical Psychology of Education (1) （2021academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education (2) （2021academic year） special  - その他

  • Seminar in Clinical Psychology of Education Ⅰ （2021academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education I (School Psychology 2) （2021academic year） 1st semester  - その他

  • Seminar in Clinical Psychology of Education II （2021academic year） special  - その他

  • Seminar in Clinical Psychology of Education Ⅱ （2021academic year） Second semester  - その他

  • Clinical Psychology of Education (School Psychology 1) （2021academic year） Fourth semester  - 金1～2

  • Clinical Psychology of Education (1) (School Psychology 1) （2021academic year） Fourth semester  - 金1～2

  • School Guidance and Career Guidance A （2021academic year） 1st semester  - 金1,金2

  • Theory and Methods of the Student Guidance （2021academic year） Second semester  - 金1,金2

  • SpecialStudies in School Guidance and Personnel Services : Seminar A （2021academic year） Third semester  - 火7,火8

  • SpecialStudies in School Guidance and Personnel Services : Seminar B （2021academic year） Fourth semester  - 火7,火8

  • School Guidance and Personnel Services （2021academic year） 1st and 2nd semester  - 金1,金2

  • School Guidance and Personnel Services AI （2021academic year） 1st semester  - 金1,金2

  • School Guidance and Personnel Services AＩＩ （2021academic year） Second semester  - 金1,金2

  • Special Studies in Career Choice and Development A （2021academic year） 1st semester  - 火7,火8

  • Special Studies in Career Choice and Development B （2021academic year） Second semester  - 火7,火8

  • Vocational Guidance （2021academic year） Fourth semester  - 木1～4

  • Vocational Guidance (1) （2021academic year） Fourth semester  - 木1,木2

  • Career Guidance　A （2021academic year） Fourth semester  - 木1～2

  • Educational Psychology AI （2020academic year） 1st semester  - 水1,水2

  • Educational Psychology BI （2020academic year） 1st semester  - 水1,水2

  • Introductory Seminar in Educational Psychology (1) （2020academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology (2) （2020academic year） Third semester  - 金5,金6

  • Introductory Seminar in Educational Psychology　Ⅰ （2020academic year） Second semester  - 火1,火2

  • Introductory Seminar in Educational Psychology　Ⅱ （2020academic year） Third semester  - 金5,金6

  • Experiments in Educational Psychology (1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology (2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology I (Experiments in Psychology 1) （2020academic year） Third semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Experiments in Educational Psychology Ⅱ (Experiments in Psychology 2) （2020academic year） Fourth semester  - 月1,月2,月3,月4

  • Introduction to　Educational Psychology　A （2020academic year） 1st semester  - 水1,水2

  • Introduction to　Educational Psychology　B （2020academic year） 1st semester  - 水1,水2

  • Introduction to Educational Psychology Ｃ （2020academic year） 1st semester  - 水1,水2

  • Seminar in Educational Psychology （2020academic year） Fourth semester  - その他

  • Individual Study in Educational Psychology D (1) （2020academic year） special  - その他

  • Individual Study in Educational Psychology D (2) （2020academic year） special  - その他

  • Research Methods in Education and PsychologyDⅠ(Research Methods of Psychology1) （2020academic year） special  - その他

  • Research Methods in Education and PsychologyDⅡ(Research Methods of Psychology2) （2020academic year） special  - その他

  • Project Research in Educational Science （2020academic year） 1st-4th semester  - その他

  • Clinical Psychology of Education (1) （2020academic year） Third semester  - 木5,木6

  • Seminar in Clinical Psychology of Education (1) （2020academic year） 1st semester  - 木1,木2

  • Seminar in Clinical Psychology of Education (2) （2020academic year） Second semester  - 木1,木2

  • Seminar in Clinical Psychology of Education Ⅰ （2020academic year） 1st semester  - 木1,木2

  • Seminar in Clinical Psychology of Education I (School Psychology 2) （2020academic year） 1st semester  - 木1,木2

  • Seminar in Clinical Psychology of Education Ⅱ （2020academic year） Second semester  - 木1,木2

  • Seminar in Clinical Psychology of Education II （2020academic year） Second semester  - 木1,木2

  • Special Studies in School Clinical Psychology A （2020academic year） Third semester  - 火5,火6

  • Special Studies in School Clinical Psychology B （2020academic year） Fourth semester  - 火5,火6

  • Clinical Psychology of Education (School Psychology 1) （2020academic year） Third semester  - 木5,木6

  • Clinical Psychology of Education (1) (School Psychology 1) （2020academic year） Third semester  - 木5,木6

  • School Guidance and Career Guidance A （2020academic year） 1st semester  - 金1,金2

  • Theory and Methods of the Student Guidance （2020academic year） Second semester  - 金1,金2

  • School Guidance and Personnel Services （2020academic year） 1st and 2nd semester  - 金1,金2

  • School Guidance and Personnel Services AI （2020academic year） 1st semester  - 金1,金2

  • School Guidance and Personnel Services AＩＩ （2020academic year） Second semester  - 金1,金2

  • Vocational Guidance (1) （2020academic year） Fourth semester  - 木1,木2

  • Vocational Guidance (2) （2020academic year） Fourth semester  - 金1,金2

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Media Coverage

  • 中学受験

    中国新聞  子育てカタリバ  2021.9.14

    　More details

    Author：Other 

  • おばあちゃんの育休は Newspaper, magazine

    朝日新聞  ひととき  2021.6.30