Faculty Profiles - MIYAKE Motoko

写真a

MIYAKE Motoko

Organization

Faculty of Education Professor

Profile

研究指導については，こちらをご覧ください。

教員図鑑vol.1　（岡山大学大学院教育学研究科教育科学専攻）

https://edu.okayama-u.ac.jp/~kyoukagaku/wordpress/wp-content/uploads/2025/07/okayama_u_miyake_06.pdf

External link

Degree

博士（心理学） ( 広島大学 )

Research Interests

学校教育
インターネット依存
情報モラル
発達心理学
教育心理学
ピア・サポート

Research Areas

Humanities & Social Sciences / Educational psychology

Papers

A Review of Research on Digital Media Usage in Japanese Infancy

Motoko MIYAKE

188 123 - 127 2025.2

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

DOI： 10.18926/bgeou/68420

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Other Link： http://id.ndl.go.jp/bib/034034449
Attitude towards Internet Use and Tendency of Internet Addiction among University Students: Focusing on the Timing of Starting Internet Use

14 389 - 396 2024.3

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Authorship：Lead author Language：Japanese

DOI： 10.18926/cted/66794

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Relationship between Attitude towards Internet Use, Tendency of Internet Addiction and Internet Usage at the Time of First Use in university Students

11 307 - 317 2021.3

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Authorship：Lead author Language：Japanese

DOI： 10.18926/cted/61582

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17K04863/
The Effects of Creative Learning Spiral Model on Making Videos to Creativity and Information Morals

岡崎善弘, 三宅幹子

岡山大学教師教育開発センター紀要 9 ( 9 ) 125 - 133 2019.3

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Language：Japanese Publisher：岡山大学教師教育開発センター

DOI： 10.18926/CTED/56547

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Effect of peer support training for elementary school 3rd graders : Foundation for cooperative learning

三宅幹子, 岡崎善弘

岡山大学教師教育開発センター紀要 9 ( 9 ) 229 - 242 2019.3

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Authorship：Lead author Language：Japanese Publisher：岡山大学教師教育開発センター

DOI： 10.18926/CTED/56554

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Variations of perspectives of junior high school students who have participated in Smartphone Summit for appropriate usage of the Internet and smartphones Reviewed

Motoko Miyake, Kazuo Takeuchi, Yuichi Toda

Pastoral Care in Education 36 ( 2 ) 141 - 153 2018.4

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

DOI： 10.1080/02643944.2018.1464592

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Are Monologue-Like Tweets Monologues in Undergraduate Students?: Focusing on Relation to Speech Tendency Reviewed

Sawayama Ikuo, Miyake Motoko

The Japanese Journal of Personality 27 ( 1 ) 31 - 41 2018

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Language：Japanese Publisher：Japan Society of Personality Psychology

This study investigates whether monologue-like tweets are monologues. A questionnaire targeting undergraduate students was conducted three times (in December 2012 (n=240), February–April 2015 (n=92), and January 2016 (n=134) ). As a result, the frequency of monologue-like tweets was related to private speech tendency in the sample from 2012 and social speech tendency in the sample from 2016. Furthermore, with every year, the number of people who answered "taking notes" as a substitute for monologue-like tweets decreased, while that of persons answering "telling others" increased. These results suggest that the role of monologue-like tweets has changed from "private speech" to "social speech."

DOI： 10.2132/personality.27.1.5

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Relationships between Twitter Viewing Frequency, Conformity Orientation, and Psychological Characteristics Affecting Collection of Personal Information in Undergraduate Students Reviewed

Sawayama Ikuo, Miyake Motoko

The Japanese Journal of Personality 24 ( 2 ) 137 - 146 2015

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Language：Japanese Publisher：Japan Society of Personality Psychology

This study investigated the psychological characteristics of people who repeatedly viewed Twitter tweets each day. A questionnaire survey was administered to undergraduate students on two occasions (n=240 and n=167). The results suggested that people who repeatedly viewed tweets daily reported the following psychological characteristics more strongly compared to those who did not access Twitter: “public self-consciousness”, “conformity orientation”, “self-recognition need”, and “escape from negative information need”. In addition, high frequency viewers were attracted to certain types of tweets, such as monologues from their close friends. However, no clear differences in psychological characteristics were observed between high frequency viewers and medium or low frequency viewers. Other factors leading to high frequency viewing remain to be determined.

DOI： 10.2132/personality.24.137

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Effects of generalized self-efficacy and negative social comparison feedback on specific self-efficacy and performance Reviewed

Motoko Miyake, Fumiko Matsuda

Psychological Reports 90 ( 3 ) 301 - 308 2002

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Effects of generalized self-efficacy on causal attribution and coping behavior for negative events. Reviewed

Miyake Motoko

The Japanese Journal of Personality 9 ( 1 ) 1 - 10 2000

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Language：Japanese Publisher：Japan Society of Personality Psychology

This study examined the effects of generalized self-efficacy(GSE)on causal attribution and coping behavior for negative events. Two negative events were described, and for each of them, 238 undergraduates were asked to imagine themselves being faced with the event, and rate the likelihood of six probable causes for it, how likely that they would adopt each of nine coping behaviors, their specific self-efficacy(SSE)to prevent it next time, and its seriousness. In addition, they filled a GSE scale. For each event, 166 students rated its seriousness as fairly to very serious, and were selected for further analysis. Results showed different patterns for men and women. Men with high GSE attributed the negative event more to internal and controllable causes, and less to external ones than those with low GSE. On the other hand, women with high GSE attributed it less to internal causes than those with low GSE. Both men and women with high GSE showed a higher SSE, and adopted more active coping behavior.

DOI： 10.2132/jjpjspp.9.1_1

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Relation of Generalized Self Efficacy to Changes in Task-Specific Self-Efficacy Reviewed

MIYAKE MOTOKO

The Japanese Journal of Educational Psychology 48 ( 1 ) 42 - 51 2000

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Language：Japanese Publisher：The Japanese Association of Educational Psychology

The present study examined effects of generalized self-efficacy (GSE) on changes in task-specific selfefficacy (SSE). In Experiment 1, 72 undergraduates were divided into high and low groups based on their scores on generalized self-efficacy. Subjects in each group were assigned to one of 3 conditions: Positive Feedback (FB), Negative Feedback, or No Feedback (control). Subjects in the 2 feedback groups received false feedback information, positive or negative respectively, about their task performance. Task-specific self-efficacy based on the expected work amount was higher in the high group than in the low group under Negative Feedback, whereas no differences were found between the high and low groups under either Positive or No Feedback. In Experiment 2, 40 undergraduates, divided into high and low groups as in Experiment 1, were assigned to either Negative Feedback or No Feedback (control) conditions. Again, the task-specific self-efficacy of the high group was higher than that of the low group under Negative Feedback. Furthermore, task performance in Experiment 2 changed in nearly the same way as in Experiment I. These findings suggest that generalized self-efficacy may influence task performance through changes in taskspecific self-efficacy.

DOI： 10.5926/jjep1953.48.1_42

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10625361
Classification of Peer Conflict in Elementary School and Efficacy of Mediation as Resolution Strategy

9 ( 9 ) 33 - 46 2019.3

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Language：Japanese

DOI： 10.18926/CTED/56539

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Effects of peer support program for 7th grade students : Utilizing support activities to elementary school sixth graders as peer support activities

8 ( 8 ) 123 - 133 2018.3

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Language：Japanese

In this research, for the 7th grade students (N =74), peer support program that utilized "primary school visit" as peer support activity was implemented aiming to examine its effects from the viewpoints of social skills and sense of self-usefulness. Effect measurements were carried out by questionnaore. As a result of the analysis, statistically significant increases were observed between before and after the program in both social skills and sense of self-usefulness.Furthermore, the effects of peer support training were particularly pronounced in the low groups of social skills and sense of self-usefulness.

DOI： 10.18926/CTED/55812

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Overview of Research on the Function of Nostalgia for Psychological Well-being

167 ( 167 ) 1 - 9 2018

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Language：Japanese

DOI： 10.18926/bgeou/55696

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Other Link： http://ousar.lib.okayama-u.ac.jp/55696
Smartphone Summit: Children's initiative to prevent cyberbullying and related problems

Kazuo Takeuchi, Kaito Abe, Motoko Miyake, Yuichi Toda

Reducing Cyberbullying in Schools: International Evidence-Based Best Practices 213 - 223 2018

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Language：English Publishing type：Part of collection (book) Publisher：Elsevier Inc.

DOI： 10.1016/B978-0-12-811423-0.00016-X

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Expectation and Anxiety about Junior High School Life in Elementary School Sixth Grade

166 ( 166 ) 13 - 19 2017

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Language：Japanese

DOI： 10.18926/bgeou/55474

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Other Link： http://ousar.lib.okayama-u.ac.jp/55474
Teachers' Perceptions towards Political Trends and Reasonable Accommodations for Students with Health Impairments : Focusing on the Differences between Regular and Special School

165 ( 165 ) 33 - 41 2017

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Language：Japanese

DOI： 10.18926/bgeou/55291

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The Practice of Social Skills Training for Work Experience in Junior High School

6 ( 6 ) 160 - 169 2016.3

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DOI： 10.18926/CTED/54032

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Peer Support Training Focused on Conflict Resolution in Elementary School

161 ( 161 ) 11 - 16 2016

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DOI： 10.18926/bgeou/54227

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The Effects of Peer Mediation Program Compact on Elementary Students : From the point of view of self-efficacy and school adjustment

Aoki Tazuko, Yamasaki Ayaka, Kimura Masanobu, Miyake Motoko

62 ( 62 ) 1 - 7 2013

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Language：Japanese

The purpose of this study was to examine the effects of a class-wide conflict resolution program on fifth-grade students in a primary school, focusing on changes in selfefficacy and school adjustment. The conflict resolution program comprised five 45-minute sessions. We believed compact program is suitable for school education in Japan. The results showed that (1) the program enhanced participants' self-efficacy, especially in those with lower initial levels of self-efficacy, and (2) the program improved only one factor of school adjustment, "greeting." In addition, the hypothesis that the program's enhancement of self-efficacy would promote improvement in school adjustment was examined using regression analysis. we also found more factors of school adjustment were affected by selfefficacy at the post-test compared to the pre-test. These results shows hypothesis was partially supported. We discussed not only the effects of peer mediation program compact but further research would be needed to clarify the mechanisms underlying these effects.

DOI： 10.15027/35326

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00035326
What do undergraduate students learn through their practice of peer support training for primary and junior high school students? : In terms of their own peer support

12 ( 0 ) 85 - 93 2012.3

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Other Link： http://search.jamas.or.jp/link/ui/2012209857
Problem of cooperation between teachers and parents who have children with special support needs : How can teachers work for parents' support needs?

6 ( 6 ) 73 - 80 2012

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

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Effects of peer support training for 4th grade students by undergraduate students: in terms of social skills and receiving and giving supports in the classroom

Journal of the Faculty of Human Cultures and Sciences 11 77 - 85 2011.3

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Other Link： http://search.jamas.or.jp/link/ui/2012209852
大学生における,小学校児童へのピア・サポート・トレーニングの実施を通しての自己理解と対人援助能力の発達

三宅幹子

マツダ財団研究報告書青少年健全育成関係 23 51 - 64 2011

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Effects of peer support training for 4th grade students by undergraduate students: in terms of students' sociability in the class which lacks of group consciousness

5 ( 5 ) 83 - 89 2011

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

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Other Link： http://id.nii.ac.jp/1064/00005718/
Needs of support for nursing preschooler who need special consideration

Journal of the Faculty of Human Cultures and Sciences 10 131 - 138 2010.3

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

This study aimed to clarify what kindergarten teacher and nursery school teachers concern about child care with mild developmental disabilities and what kind of support are needed. The kindergarten teachers and nursery school teachers recognize their lack of knowledge about the care for children with mild developmental disabilities. And they are wondering when and how they should consult with external specialist because of lack of confidence and consideration for parents. Support for early childhood care and education needed for kindergarten teacher and nursery school teachers who attend children with mild developmental disabilities are discussed.

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Other Link： http://id.nii.ac.jp/1064/00005672/
Effects of peer support training for 4th grade students by undergraduate students: in terms of student' adaptation in the class with lacks of group consciousness

4 ( 4 ) 89 - 95 2010

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

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大学生における時間管理能力--レポート課題への取り組みを通して --

三宅幹子 , 松田文子

福山大学人間文化学部紀要 9 63 - 73 2009.3

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Language：Japanese Publishing type：Research paper (bulletin of university, research institution) Publisher：福山大学人間文化学部

P(論文)

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Actual circumstances and needs for peer support practice as a preventive approach: in primary schools and junior high schools

( 3 ) 31 - 38 2009

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Other Link： http://search.jamas.or.jp/link/ui/2012123349
Effects of the peer support training for 4th grade students by the undergraduate students: focusing on group activities and verbal behaviors in classroom lesson

( 3 ) 39 - 46 2009

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Other Link： http://search.jamas.or.jp/link/ui/2012123350
Effects of the peer support training for 4th grade students by the undergraduate students: progress of social behavior from view of children and classroom teacher

( 3 ) 47 - 54 2009

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Other Link： http://search.jamas.or.jp/link/ui/2012123351
Relations of causal attribution of a negative event, generalized self-efficacy and hopelessness

MIYAKE Motoko

Journal of the Faculty of Human Cultures and Sciences 8 ( 8 ) 89 - 97 2008.3

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

Relations of causal attribution of a negative event and generalized self-efficacy, hopelessness were examined. 236 undergraduates were asked to imagine themselves being faced with a negative event and to rate the likelihood of ten probable causes for it and their self-efficacy to deal with it next time. In addition, they filled the Generalized Self-efficacy Inventory and Beck Hopelessness Scale. Results showed that those whose self-efficacy were lower showed more self-serving bias, and that only in female those whose self-efficacy were lower attribute the negative event more to lack of ability. With regard to hopelessness, only in male, those whose self-efficacy were lower attributed the negative event more to teacher.

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Relation of causal attribution and coping strategy for a negative event to hopelessness

MIYAKE Motoko

2 ( 2 ) 43 - 48 2008

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Language：Japanese Publishing type：Research paper (scientific journal) Publisher：Fukuyama University

This paper examined the relation between causal attribution of a negative event and hopelessness, and the relation between coping strategy to a negative event and hopelessness. Two hundred and thirty-six undergraduates were asked to imagine themselves being faced with a negative event and to rate the likelihood of ten probable causes for it and how likely they would adopt each of six coping behaviors. In male students, comparison between high hopelessness group(HHL) and low hopelessness group(LHL) showed that HHL seemed not to attribute a negative event to effort and have self-serving bias. For female students, it seemed that HHL attribute a negative event to ability and not to teacher. It suggests that female HHL have a depressive attributional inclination. Further investigation is needed especially for female.

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Other Link： http://id.nii.ac.jp/1064/00005693/
Effects of peer support program for 4th grade students by the undergraduate students (2)

Yoshikawa Keisuke, Kitamura Masae, Miyake Motoko

2 ( 2 ) 49 - 56 2008

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

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Causal attribution of a negative event in female undergraduates: relations of coping behavior, self-efficacy and problem-solving style

MIYAKE Motoko

Journal of the Faculty of Human Cultures and Sciences 7 81 - 92 2007.3

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

Relations of causal attribution for a negative event and coping behavior, self-efficacy, problem-solving style were examined. 163 female undergraduates were asked to imagine themselves being faced with a negative event, and rate the likelihood of ten probable causes for it, how likely they would adopt each of six coping behaviors, their self-efficacy to deal with it next time. In addition, they filled the Problem Solving Inventory (PSI). Result showed that those who attributed the negative event more to bad condition and lack of time adopted more active coping behaviors, and showed higher self-efficacy To examine in detail, participants were classified into 4 causal attribution types and features of these types on six coping behaviors, self-efficacy and PSI were discussed.

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Other Link： http://id.nii.ac.jp/1064/00005622/
Effects of Peer Support Program for 4th Grade Students by Undergraduate Students(1)

Miyake Motoko

1 ( 1 ) 28 - 34 2007

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

This paper reports on effects of a peer support program by undergraduate students for 4^th grade students (N=33) in a primary school, focusing on changes of self-efficacy, self- esteem, sociability, and aggression in children. These four traits were measured by a questionnaire that was self rated by children. Sociability was also rated for every child by their classroom teacher. Results showed that the peer support program seemed to make progress in sociability, especially in children's self-rated questionnaire. And there was a discrepancy in assessments of sociability between by children themselves and by their classroom teacher.

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Peer Support Training Project by undergraduate students in primary and junior high schools : Method

MIYAKE Motoko, YAMASAKI Rio, MATSUDA Fumiko

Journal of the Faculty of Human Cultures and Sciences, Fukuyama University 6 ( 6 ) 41 - 52 2006.3

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

The purpose of this paper was to report on the process and curriculum of our peer support training project by undergraduate students for primary school children and junior high school students. Some of characteristics of our project were that (a) undergraduate students carried out the training in the formal school curriculum and (b) it was based on cooperation among the primary school children and their teachers, junior high school students and their teachers, undergraduate students and their teachers, and the board of education.

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Peer Support Training Project by undergraduate students in primary and junior high schools : Effects on self-efficacy, self-esteem, and social skills in children

MATSUDA Fumiko, MIYAKE Motoko

Journal of the Faculty of Human Cultures and Sciences, Fukuyama University 6 ( 6 ) 1 - 12 2006.3

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

This paper reports on effects of the Peer Support Training Project by undergraduate students in a primary school and a junior high school, focusing on effects on self-efficacy, self-esteem, and social skills in children. The training seemed to make the children severer in their assessments about themselves. The results also showed the large differences between the self-assessment and teacher-assessment in social skills especially in the 9^<th> graders.

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Review of studies on pre-school-teacher-efficacy

MIYAKE Motoko

Journal of the Faculty of Human Cultures and Sciences 5 ( 5 ) 31 - 38 2005.3

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

The purpose of this study was to review the studies on pre-school-teacher-efficacy. Contrast to many studies on teacher efficacy, a few researches were done on pre-school-teacher-efficacy. Only fundamental studies such as scale construction were seen, and more and more investigations were needed to give indications for pre-school-teacher education. Especially the studies on the relations of expertise and the changes in pre-school-teacher-efficacy were important for pre-school-teacher education.

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Effects of Peer Support Training to University Students on Self-Esteem, Self-Disclosure and Social Skills

YAMASAKI Rio, MIYAKE Motoko, HASHIMOTO Yukari, HIRA Shinji, MATSUDA Fumiko

Journal of the Faculty of Human Cultures and Sciences 5 ( 5 ) 19 - 29 2005.3

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

In this study, we performed a program of peer support training to university students, and investigated the effects of the training on self-esteem, self-disclosure and social skills. The result of the questionnaires taken before and after the whole program showed that the participants in the program have improved their own self-esteem and social skills, and their impressions of the training were classified into some categories.

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Relations of types of time management ability to self-efficacy, metacognitive ability, and time anxiety

Miyake Motoko, Hashimoto Yukari, Inoue Kayoko, Morita Aiko, Yamasaki Rio, Matsuda Fumiko

Journal of the Faculty of Human Cultures and Sciences 4 ( 4 ) 1 - 10 2004.3

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

Undergraduate students' (N=103) time management ability to complete an academic task. was classified into 4 types. These were students who have no significant features (type 1), students who prepare earlier and take enough time to do the task (type 2), students who cannot carry out original plan (type 3), students who cleverly accomplished the task in short time (type 4). Type 4 students had higher metacognitive ability than type 3 students. And the relations of these types to self-efficacy, metacognitive ability, and time anxiety were discussed.

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Relations of time management ability to self-efficacy, metacognitive ability, and time anxiety

Matsuda Fumiko, Hashimoto Yukari, Inoue Kayoko, Morita Aiko, Yamasaki Rio, Miyake Motoko

2 ( 2 ) 85 - 93 2003.3

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DOI： 10.15027/19434

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Relation of problem-solving style and causal attribution of a negative event

ミヤケ, モトコ

4 ( 2 ) 57 - 66 2003.3

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Causal attribution of a negative event : Relations of coping behavior and problem solving

4 ( 1 ) 1 - 11 2002.9

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Image of Long-life Learning and Psychological Factors of its Practice in Students of University of Air

Magoshi Emiko, Miyake Motoko, Morita Aiko, Matsuda Fumiko

Hiroshima psychological research 2 ( 2 ) 131 - 139 2002

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DOI： 10.15027/19438

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00019438
Notices about using elementary statistics in psychology

Matsuda Fumiko, Miyake Motoko, Hashimoto Yukari, Yamasaki Rio, Morita Aiko, Kojima Yoshiko

Bulletin of the Graduate School of Education, Hiroshima University Part. 3 Education and human science 51 ( 51 ) 171 - 180 2002

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Language：Japanese Publisher：Hiroshima University

Improper uses of elementary statistics that were often observed in beginners' manuscripts and papers were collected and better ways were suggested. This paper consists of three parts: About descriptive statistics, multivariate analyses, and statistical tests.

DOI： 10.15027/16250

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00016250
Relations of Attitudes toward Life-long Learning to Willingness in Campus Life and Generalized Self-efficacy

Miyake Motoko, Magoshi Emiko, Morita Aiko, Tanimura Ryo, Matsuda Fumiko

1 ( 1 ) 103 - 112 2001

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DOI： 10.15027/19452

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Understanding of Interrelations Among Number, Length, and Crowdedness in Preschoolers

Matsuda Fumiko, Kojima Yoshiko, Morita Aiko, Tanimura Ryo, Miyake Motoko

Hiroshima psychological research 1 ( 1 ) 87 - 102 2001

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Sixty-five preschoolers (5:7-6:7) carried out two kinds of task: In one, they were asked to judge the relations among number, length, and crowdedness; in the other, to identify the same number, length, or crowdedness. Three distinct groups of the participants were found. In the first group, the participants were able considerably to identify the same number, length, and crowdedness and to judge correctly the direct relations both between number and length and between number and crowdedness. However, they did not understand at all the inverse relation between length and crowdedness. For the participants in the second group, crowdedness did not seem to be clearly discriminated from both number and length yet. The participants in the third group could not clearly understand even the meaning of "crowded-sparse." Although the participants in the first group seemed to develop better than those in the second who that seemed to develop better than those in the third one, there were no differences in the mean age among the three groups.

DOI： 10.15027/19451

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Summaries of Doctoral Dissertations in the Field of Educational Psychology

41 209 - 209 2001

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Relations of student ratings of teaching to student self-ratings, student attitudes toward the subject, and grades : In the case of required subject for teacher's certificate "Student guidance"

Miyake Motoko, Morita Aiko, Kojima Yoshiko, Matsuda Fumiko

Bulletin of the Graduate School of Education, Hiroshima University Part. 3 Education and human science 50 ( 50 ) 405 - 414 2001

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Language：Japanese Publisher：Hiroshima University

Relations of student ratings of teaching to student self-ratings about learning, student attitudes toward the subject, and academic grades were investigated. Undergraduate students (N=357) in four classes of the required subject for teacher's certificate, "Student guidance" participated in the investigation. The main results were as follows : (a) The student attitudes toward the subject, which were investigated just before the course, did not show clear relations to the student ratings of teaching, which were investigated just after the course. (b) Women rated teaching higher than men. (c) The student self-ratings about learning were generally closely related to their ratings of teaching. (d) Students who got A grade rated teaching higher than others who got B, C, or D. (e) The undergraduates were classified into three types by a cluster analysis based on the attitudes toward the subject and the self-ratings about learning. The students in the first cluster (35% of all students) whose characteristic features were low eagerness to get teacher's certificates and to become teachers, but high student self-ratings about learning, showed high student ratings of teaching and high academic grades. The students in the second cluster (44%) whose characteristic features were high eagerness to get teacher's certificates and to become teachers but low student self-ratings about learning, showed low student ratings of teaching and low academic grades. The students in the third cluster (21%) whose characteristic features were high eagerness to get teacher's certificates and to become teachers, high expectation to the course, and high student self-ratings about learning showed low student ratings of teaching and comparatively high academic grades. These results suggest that the teachers of the course must give more consideration to students such like those in the third cluster.

DOI： 10.15027/18434

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Understanding of concepts about duration, distance, and speed in fifth-and sixth-grade children

Morita Aiko, Okabe Naomi, Tanimura Ryo, Miyake Motoko, Kojima Yoshiko, Nagase Miho, Matsuda Fumiko

Bulletin of the Graduate School of Education, Hiroshima University Part. 3 Education and human science 50 ( 50 ) 419 - 428 2001

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Forty-one 5th-grade and 43 6th-grade children were confronted with the task of determining which of two cars ran farther, faster, or for a longer amount of time solely based on the information provided about the relations on the other two dimensions. In each problem, the information as premise was presented in the form of two sentences and there were three other sentences as answer options. The participants took part in two kinds of task. In the qualitative task, the information as premise included no numerical values, while in the quantitative task, they were included. The main results were as follows : (a) The quantitative task was easier than the qualitative task. (b) The task performances were better in the 6th-graders than in the 5th-graders. (c) Judging about time based on both the proportional relation with distance and the inversely proportional relation with speed was most difficult. (d) The performances in the qualitative task seemed to predict considerably well the achievements in math "speed".

DOI： 10.15027/18436

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00018436
Ideal and Practice of Student Guidance Required for Teachers of Today : From the Viewpoint of Transformation of Family

Matsuda Fumiko, Miyake Motoko, Morita Aiko

Hiroshima psychological research 1 ( 1 ) 79 - 86 2001

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DOI： 10.15027/19450

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小学5年生から中学3年生の間の時間、距離、速さの関係の質的理解の発達

三宅幹子, 小嶋佳子, 森田愛子

広島大学大学院教育学研究科紀要第三部教育人間科学関連領域 ( 49 ) 293 - 302 2000

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Language：Japanese Publisher：広島大学大学院教育学研究科

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Concepts of Interrelations Among Number, Length, and Crowdedness in 5-to 10-Year-Olds

MATSUDA FUMIKO, NAGASE MIHO, KOJIMA YOSHIKO, MIYAKE MOTOKO, TANIMURA RYO, MORITA AIKO

The Japanese Journal of Educational Psychology 48 ( 2 ) 109 - 119 2000

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Language：Japanese Publisher：The Japanese Association of Educational Psychology

The main purpose of the present study was to examine the development in children of concepts about the interrelations among number, length, and crowdedness, using as stimulus materials pictures of flower beds with tulips crowded to various amounts, planters of various lengths, and various sized bunches of tulips. Participants were 136 5- to 10-year-olds. The main results were as follows: (1) For 5- and 6-year-olds, understanding of crowdedness was rather difficult.(2) The direct relation between number and length was grasped strongly even by 5-year-olds, although an excessively strong relation might prevent children from understanding one relation among the 3 concepts, that is, crowdedness=number/length.(3) Though grasping the inverse relation between length and crowdedness was the most difficult concept, 8-year-olds seemed to grasp fairly well the one inverse and two direct relations.(4) Integration of these 3 relations into one was very difficult. Great progress was made from when children were 8 years old to when they were 10, but even so, only 25% of 10-year-olds seemed to complete the integration.

DOI： 10.5926/jjep1953.48.2_109

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Other Link： http://dl.ndl.go.jp/info:ndljp/pid/10625374
学生による授業評価と自己評価、授業選択態度、及び成績の関係--教職必修科目「生徒指導論」の場合

松田文子, 三宅幹子, 谷村亮

広島大学教育学部紀要第一部心理学 ( 48 ) 121 - 130 1999

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大学生における授業選択態度のタイプと授業評価、自己評価、及び成績の関係

三宅幹子

広島大学教育学部紀要第一部心理学 ( 48 ) 141 - 148 1999

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課題の遂行成績に関するフィードバックが自己効力感に与える影響に関する文献的研究

三宅幹子

広島大学教育学部紀要第一部心理学 ( 47 ) 81 - 88 1998

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距離判断に及ぼす時間間隔の効果に関する発達的研究

松田文子, 小嶋佳子, 三宅幹子

広島大学教育学部紀要第一部心理学 ( 47 ) 75 - 79 1998

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必携生徒指導と教育相談 : 生徒理解、キャリア教育、そして学校危機予防まで

渡辺, 弥生, 西山, 久子（ Role： Contributor , 第4章3節ピア・サポート（pp.111-115），第4章4節ストレスマネジメント（pp.115-119））

北樹出版 2018.4 （ ISBN:9784779305726 ）

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Total pages：ix, 178p Language：Japanese

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Reducing cyberbullying in schools : international evidence-based best practices

Campbell, Marilyn (Marilyn A.), Bauman, Sheri（ Role： Contributor , chapter16 Smartphone Summit: Children’s initiative to prevent cyberbullying and related problems（pp.213-223））

Academic Press, an imprint of Elsevier 2018 （ ISBN:9780128114230 ）

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Total pages：xxiii, 290 p. Language：English

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0歳〜12歳児の発達と学び : 保幼小の連携と接続に向けて

清水, 益治, 森, 敏昭（ Role： Contributor , 第7節道徳（pp.173-185））

北大路書房 2013.5 （ ISBN:9784762828041 ）

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Total pages：vii, 206p Language：Japanese

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わかって楽しい心理統計法入門〈Ver.2〉 : EXCEL, エクセル統計, ANOVA4 on the web対応

松田, 文子, 三宅, 幹子, 橋本, 優花里（ Role： Joint author）

北大路書房 2012.9 （ ISBN:9784762827846 ）

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Total pages：iv, 215p Language：Japanese

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心理学研究の新世紀第3巻教育・発達心理学

湯沢, 正通, 杉村, 伸一郎, 前田, 健一, 深田, 博己（ Role： Contributor , 第19章動機づけと原因帰属（pp.402-413））

ミネルヴァ書房 2012.3 （ ISBN:9784623061563 ）

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Total pages：xviii, 482p Language：Japanese

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21の実践から学ぶ臨床発達心理学の実践研究ハンドブック

臨床発達心理士認定運営機構日本臨床発達心理士会（ Role： Contributor , 第3章育児・保育分野における臨床発達心理士の実践（pp.54-63））

金子書房 2010.8 （ ISBN:9784760838158 ）

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Total pages：iv, 209p Language：Japanese

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よくわかる学校教育心理学

森, 敏昭, 青木, 多寿子, 淵上, 克義（ Role： Contributor , フロイトとエリクソンの人格発達理論（pp.92-93），人格発達と自尊感情（pp.118-119），ピア・サポート（pp.156-157），アタッチメント（pp.90-91））

ミネルヴァ書房 2010.4 （ ISBN:9784623056422 ）

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Total pages：vi, 258p Language：Japanese

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Relationship between Attitude towards Internet Use, Tendency of Internet Addiction and Internet Usage at the Time of First Use in university Students

11 307 - 317 2021.3

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Language：Japanese

DOI： 10.18926/cted/61582

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17K04863/
Relationship between Attitude towards Internet Use, Tendency of Internet Addiction and Internet Usage at the Time of First Use in university Students

11 307 - 317 2020.3

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Authorship：Lead author Language：Japanese

DOI： 10.18926/cted/61582

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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―

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

日本教育心理学会総会発表論文集 61 ( 0 ) 48 - 48 2019

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DOI： 10.20587/pamjaep.61.0_48

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Relationship between Internet Usage, Internet Addiction Tendencies and Efficacy of Instruction on Internet Usage

Miyake Motoko

The Proceedings of the Annual Convention of the Japanese Psychological Association 83 ( 0 ) 1B - 082-1B-082 2019

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Language：Japanese Publisher：The Japanese Psychological Association

DOI： 10.4992/pacjpa.83.0_1B-082

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「いじめ免疫プログラム」の試行と評価方法論の模索:―世田谷区での実践と検討―

戸田有一, 羽鳥晋, 三浦公平, 藤谷弥生, 板澤健一, 金綱知征, 西野泰代, 三宅幹子

日本教育心理学会総会発表論文集 61 ( 0 ) 114 - 114 2019

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DOI： 10.20587/pamjaep.61.0_114

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Relationship between resilience and time perspective in undergraduate students

Miyake Motoko

The Proceedings of the Annual Convention of the Japanese Psychological Association 81 ( 0 ) 2B - 002-2B-002 2017

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Language：Japanese Publisher：The Japanese Psychological Association

DOI： 10.4992/pacjpa.81.0_2B-002

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Peer support program for junior high school students

Motoko Miyake

INTERNATIONAL JOURNAL OF PSYCHOLOGY 51 505 - 505 2016.7

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Language：English Publishing type：Research paper, summary (international conference)

Web of Science

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PC074 中学生における職場体験学習の効果の検討 : キャリア意識と自己有用感において(発達,ポスター発表C)

松浦和輝, 三宅幹子

日本教育心理学会総会発表論文集 57 ( 0 ) 343 - 343 2015

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DOI： 10.20587/pamjaep.57.0_343

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The relationship between support reciprocity and self-esteem, sense of self-usefulness among junior high school students

Miyake Motoko, Matsuura Kazuki

The Proceedings of the Annual Convention of the Japanese Psychological Association 79 ( 0 ) 3PM - 123-3PM-123 2015

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Language：Japanese Publisher：The Japanese Psychological Association

DOI： 10.4992/pacjpa.79.0_3PM-123

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PD010 小学校における対立解消に焦点を当てたピア・サポート・トレーニングの効果の検討(学校心理学,ポスター発表D)

三宅幹子, 瀬崎紗也加

日本教育心理学会総会発表論文集 57 ( 0 ) 356 - 356 2015

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DOI： 10.20587/pamjaep.57.0_356

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PG-065 心理統計演習授業におけるグループワークの活用 : 授業への取り組み方と友人との学習活動の観点から(教授・学習,ポスター発表)

三宅幹子

日本教育心理学会総会発表論文集 55 ( 0 ) 613 - 613 2013

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DOI： 10.20587/pamjaep.55.0_613

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A2. 文系学生に対する心理統計教育 : 心理統計のテキストのあり方(自主企画シンポジウム)

山田剛史, 村井潤一郎, 杉澤武俊, 寺尾敦, 石井秀宗, 小塩真司, 中村知靖, 三宅幹子

日本教育心理学会総会発表論文集 54 ( 0 ) 818 - 819 2012

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DOI： 10.20587/pamjaep.54.0_818

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PG-057 小学生への対立解消プログラムの導入 : 自己効力感を高めるために(学校心理学,ポスター発表)

山崎彩加, 木村正信, 三宅幹子, 青木多寿子

日本教育心理学会総会発表論文集 54 ( 0 ) 749 - 749 2012

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DOI： 10.20587/pamjaep.54.0_749

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PB-009 小学生を対象としたピア・サポート・プログラムの効果 : 児童の社会性,自己効力感において(発達,ポスター発表)

三宅幹子

日本教育心理学会総会発表論文集 54 ( 0 ) 125 - 125 2012

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DOI： 10.20587/pamjaep.54.0_125

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E6. 積極的生徒指導を考える(6) : ネット・トラブルの予防のために学校でできる取り組みとは(自主企画シンポジウム)

青木多寿子, 三宅幹子, 熊本エリザ, 竹内和雄, Lerner Bernice, 戸田有一

日本教育心理学会総会発表論文集 54 ( 0 ) 886 - 887 2012

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DOI： 10.20587/pamjaep.54.0_886

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What do undergraduate students learn through their practice of peer support training for primary and junior high school students?

MIYAKE Motoko

The Proceedings of the Annual Convention of the Japanese Psychological Association 75 ( 0 ) 2AM129 - 2AM129 2011

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Language：Japanese Publisher：The Japanese Psychological Association

DOI： 10.4992/pacjpa.75.0_2AM129

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J061 積極的生徒指導を考える(4) : 関わり合う力を育てる : 学校で社会性を育む多様な実践の紹介(自主シンポジウム)

青木多寿子, 小泉令三, 戸田まり, 三宅幹子, 三浦英悟, 佐藤郁子, 栗原慎二

日本教育心理学会総会発表論文集 52 ( 0 ) 214 - 215 2010

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DOI： 10.20587/pamjaep.52.0_214

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J027 日本になじむ予防教育の導入 : 学校のホンネ(自主シンポジウム)

渡辺弥生, 神田裕之, 嶋田洋徳, 山崎勝之, 松尾直博, 三宅幹子, 門田雄治, 安藤美華代, 岡崎由美子, 戸ケ崎泰子, 金丸美智代

日本教育心理学会総会発表論文集 52 ( 0 ) 146 - 147 2010

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DOI： 10.20587/pamjaep.52.0_146

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K080 大学生による小学生へのピア・サポート・トレーニングの効果 : 児童の社会性,自己効力感,自尊感情において(口頭セッション13 社会心理学3)

三宅幹子

日本教育心理学会総会発表論文集 52 ( 0 ) 302 - 302 2010

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DOI： 10.20587/pamjaep.52.0_302

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Relation between avoidance of independence and traditional gender roles in female adolescents

MIYAKE Motoko

The Proceedings of the Annual Convention of the Japanese Psychological Association 74 ( 0 ) 2PM137 - 2PM137 2010

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DOI： 10.4992/pacjpa.74.0_2PM137

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Peer Support Training at Fukuyama University: The Ways of Incorporating

Yoshihiro Okazaki1 Fumiko Matsuda2 Motoko Miyake2 Yuichi Kotegawa3 Keisuke Yoshikawa2

( 4 ) 17 - 23 2010

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Language：Japanese Publisher：Fukuyama University

This report was a note where Fukuyama University's peer support was introduced in Dr.Cowie's seminar.Fukuyama University has implemented peer support in many elementary schools and junior high schools since2005. Hiroshima University also has implemented peer support. A video which Fukuyama University did peersupport in schools was shown in a class in Hiroshima University. The video included two contents: (1) the case ofelementary school students; (2) the case of junior high school students. The case of elementary school, a brainstorming was implemented in which pupils bounced ideas off each other. The case of junior high school, studentslearned a how to decline a request in order to not to hurt the other party's feeling. We discussed a wide variety ofpeer support programs and a desirable direction of peer support after we watched the video.

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Other Link： http://search.jamas.or.jp/link/ui/2012054140
PG010 大学生による小学生へのピア・サポート訓練の実践(4) : 仲間関係づくりに課題を抱える学級における取り組み

三宅幹子, 高田翔太

日本教育心理学会総会発表論文集 51 ( 0 ) 620 - 620 2009

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DOI： 10.20587/pamjaep.51.0_620

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PG009 大学生による小学生へのピア・サポート訓練の実践(3) : 思いやりのある仲間関係づくりを課題とする学級における取り組み

高田翔太, 三宅幹子

日本教育心理学会総会発表論文集 51 ( 0 ) 619 - 619 2009

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DOI： 10.20587/pamjaep.51.0_619

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PC1-16 予防的アプローチとしてのピア・サポートに対する教育現場のニーズと実態 : 小学校の生徒指導主事を対象に(発達,ポスター発表C)

三宅幹子, 吉川啓介, 高田翔太

日本教育心理学会総会発表論文集 50 ( 0 ) 212 - 212 2008

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DOI： 10.20587/pamjaep.50.0_212

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PC2-46 大学生による小学生へのピア・サポート訓練実施の効果(2) : 児童の自己効力感・自尊感情・社会性の向上を目指して(教授・学習,ポスター発表C)

高田翔太, 吉川啓介, 三宅幹子

日本教育心理学会総会発表論文集 50 ( 0 ) 294 - 294 2008

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DOI： 10.20587/pamjaep.50.0_294

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PC2-45 大学生による小学生へのピア・サポート訓練実施の効果(1) : 児童の自己評定と担任教師による行動評定からみた社会性への効果について(教授・学習,ポスター発表C)

吉川啓介, 高田翔太, 三宅幹子

日本教育心理学会総会発表論文集 50 ( 0 ) 293 - 293 2008

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DOI： 10.20587/pamjaep.50.0_293

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P6-10 大学生の進路選択に対する自己効力感と対人関係能力 : 社会的スキルと被開示性の観点から(ポスター発表)

三宅幹子

日本パーソナリティ心理学会発表論文集 17 ( 0 ) 234 - 235 2008

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Language：Japanese Publisher：日本パーソナリティ心理学会

DOI： 10.24534/amjspp.17.0_234

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PF027 小学校における大学生によるピア・サポート訓練の実践 : 児童の自己効力感,自尊感情,社会性における効果

吉川啓介, 脇田貴徳, 門田雄治, 藤井美砂緒, 三宅幹子

日本教育心理学会総会発表論文集 49 ( 0 ) 549 - 549 2007

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DOI： 10.20587/pamjaep.49.0_549

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PG028 ネガティブな出来事に対する原因帰属のタイプと特性的自己効力感および自己認知の関係 : 男子大学生における検討

三宅幹子

日本教育心理学会総会発表論文集 49 ( 0 ) 654 - 654 2007

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DOI： 10.20587/pamjaep.49.0_654

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特性的自己効力感および自己に対する認知とネガティブな出来事に対する対処方法:ー男子大学生においてー

三宅幹子

日本心理学会大会発表論文集 71 ( 0 ) 2EV017 - 2EV017 2007

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Language：Japanese Publisher：公益社団法人日本心理学会

DOI： 10.4992/pacjpa.71.0_2EV017

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大学生による学校現場でのピア・サポート訓練の取り組み:描画検査に表れた効果

松田文子, 三宅幹子

日本心理学会大会発表論文集 70 ( 0 ) 1EV149 - 1EV149 2006

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Language：Japanese Publisher：公益社団法人日本心理学会

DOI： 10.4992/pacjpa.70.0_1EV149

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ネガティブな出来事に対する原因帰属:ー対処方法，問題解決スタイルとの関係(2)ー

三宅幹子

日本心理学会大会発表論文集 70 ( 0 ) 2PM123 - 2PM123 2006

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Language：Japanese Publisher：公益社団法人日本心理学会

DOI： 10.4992/pacjpa.70.0_2PM123

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問題解決スタイルとネガティブな事態に対する原因帰属および対処との関係

三宅幹子

日本教育心理学会総会発表論文集 44 ( 0 ) 317 - 317 2002

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.44.0_317

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A-1 ネガティブな出来事に対する原因帰属パターン : 対処方法および自己効力感との関係

三宅幹子

日本性格心理学会発表論文集 11 ( 0 ) 24 - 25 2002

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Language：Japanese Publisher：日本パーソナリティ心理学会

DOI： 10.24534/jjpjsppp.11.0_24

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PF76 学生による授業評価と授業に対する意欲・態度, 自己評価, 成績との関係 : 教職必修科目において

三宅幹子, 谷村亮, 森田愛子, 小嶋佳子, 松田文子

日本教育心理学会総会発表論文集 43 ( 0 ) 589 - 589 2001

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.43.0_589

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PB01 幼児における長さ・数・混み具合概念(1) : 同一性認識課題と関係概念課題の基礎的データー

松田文子, 森田愛子, 谷村亮, 小嶋佳子, 三宅幹子

日本教育心理学会総会発表論文集 43 ( 0 ) 104 - 104 2001

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.43.0_104

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PB02 幼児における長さ・数・混み具合概念(2) : 同一性認識課題と関係概念課題の関係

小嶋佳子, 谷村亮, 森田愛子, 三宅幹子, 松田文子

日本教育心理学会総会発表論文集 43 ( 0 ) 105 - 105 2001

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.43.0_105

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PB03 小学5, 6年生における時間, 距離, 速さの関係の理解(1)

森田愛子, 谷村亮, 小嶋佳子, 三宅幹子, 永瀬美帆, 松田文子

日本教育心理学会総会発表論文集 43 ( 0 ) 106 - 106 2001

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.43.0_106

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PB35 ネガティブな事態に対する原因帰属と感情反応,認知的評価 : 大学生において

三宅幹子

日本教育心理学会総会発表論文集 42 ( 0 ) 140 - 140 2000

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.42.0_140

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PC61 特性的自己効力感とネガティブな事態への対処方法との関連の検討

三宅幹子

日本教育心理学会総会発表論文集 41 ( 0 ) 370 - 370 1999

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.41.0_370

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課題遂行前の自己効力感と課題の遂行成績のフィードバックが課題固有の自己効力感の変容に与える影響について

三宅幹子

日本教育心理学会総会発表論文集 39 ( 0 ) 490 - 490 1997

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Language：Japanese Publisher：一般社団法人日本教育心理学会

DOI： 10.20587/pamjaep.39.0_490

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いじめやネット上の諸問題に対処する多様な実践の総合的比較評価手法の開発

Grant number：18K03036 2018.04 - 2021.03

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)

戸田有一, 竹内和雄, 三宅幹子, 金綱知征, 西野泰代

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Grant amount：\3900000 （ Direct expense: \3000000 、 Indirect expense：\900000 ）

平成30年度は、「いじめ免疫プログラム」および「スマホサミット」の学校や学級での個性的な実践について実践支援を行うなかで、評価のあり方を根本的に検討した。
１．「いじめ免疫プログラム」については、世田谷区教育委員会との協働で、試行実践を３つの小学校で行い、特に、低学年での実践に関しては新たな評価方法を模索した。その際、実践評価のための「いじめ免疫尺度」に関しては、世田谷区の夏季研修の機会に項目の検討を行い、さらに共同研究者との検討を経て原案を作成した。本尺度を用いての調査実施に関して、大阪教育大学の研究倫理審査委員会において承認された。平成30年度の試行実践と実践評価に関しては、2019年９月に日本大学文理学部（世田谷区）で行われる日本教育心理学会の自主シンポジウムでの発表を申請した。残った課題としては、「いじめ免疫プログラム」の３つのセッション（「見つける」「止める」「フォローする」）のうち、フォローすることで仕返しを予防するためのセッションに関しては、検討を重ねたものの、試行実践につなげることができなかった。
２．「スマホサミット」に関しては、「OKAYAMAスマートフォンサミット2018」にて、小中高校生自身がスマホにどう関わるか議論し、対策するのを大学生が補助した。終了後の波及効果（grassroots activity）について、参加各校における拡がりを期待した。共同研究者２名が岡山スマホサミットを支援し、３名の研究者が中学校３校で参加生徒の学びに関して教員からの聴き取り調査を行った。その結果を、今後の調査に反映させる。
以上のように、世田谷区や岡山県での実践展開に貢献したという点で十分な意義はあったが、実践の完成、その評価手法や項目の確立には至っておらず、引き続き、改善が求められる。
論文等の執筆に関しては、予定通りに進めることができた。

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子どものインターネットの自律的使用態度・スキルの育成に関する研究

Grant number：17K04863 2017.04 - 2020.03

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)

三宅幹子, 竹内和雄, 寺澤孝文

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Grant amount：\3510000 （ Direct expense: \2700000 、 Indirect expense：\810000 ）

本研究では，子どもの自律的なインターネット使用のスキル・態度の育成に向けて，小・中学生のインターネット使用実態とそれに影響する要因を明らかにし，子どもの自律的なインターネット使用態度・スキルを育てるためのツール開発・環境づくりを進めることを目的としていた。
2018年度の研究実施計画としては，2017年度に引き続き，インターネット使用実態の調査を行い，調査結果の分析から自律的なインターネット使用のスキル・態度に影響を与える要因を探ることをめざしていた。2017年度に実施できなかった小学生対象の調査を行うとともに，大学生を対象として，これまでのインターネット使用歴を振り返って使用態度や使用環境を評定してもらい，その分析からも自律的なインターネット使用のスキル・態度の形成に寄与する要因について検討を行った。
なお，教育ビッグデータの収集システムを用いたデータ収集は，2018年度中に実施することができなかったため，2019年度中での実施を検討する。
研究結果の発表は，2017年度の調査結果のうち，スクールモラールとインターネット使用の関連についての部分を日本発達心理学会においてポスター発表した。2018年度中に，2017年度，2018年度の調査結果を学会発表および論文として発表する予定である。
また，上記に加え，2018年度までの研究成果の一環として，中学生を対象にインターネットやスマートフォン使用の問題に対する，子どもの主体的なアプローチの力を高めるための取組である，「OKAYMAスマホサミット」の効果に関する調査データを収集してきたが，これをまとめて論文の形で発表した。

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Experimental research about formation and contortion of psychological time

Grant number：18330143 2006 - 2008

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)

MATSUDA Fumiko

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Grant amount：\13970000 （ Direct expense: \11900000 、 Indirect expense：\2070000 ）

これまでバラバラに研究が行われていた心理的時間の諸領域,すなわち,時間についての知識,自分にとって気持ちの良い行動のテンポ,これから行う予定の事の時間の記憶,過去・現在・未来についての受け止め,時間の上手な管理等について,健常な大人のみならず,思春期の子ども,中年者,高齢者,脳損傷の人,抑うつ傾向の人等を対象に豊富なデータを得た。またそれぞれの領域の研究のすべてにおいて,時間の長さについての感覚(時間評価)を調べ,心理的時間の諸領域を横糸に,時間評価を縦糸に,心理的時間の諸相を立体的に明らかにすることを試みた。

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ネガティブな出来事に対する原因帰属と対処行動が精神的健康に及ぼす効果

Grant number：17730416 2005 - 2007

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

三宅幹子

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Grant amount：\2500000 （ Direct expense: \2500000 ）

1)達成領域のネガティブな出来事に対する原因帰属と精神的健康との関連の検討
達成領域のネガティブ場面に対する原因帰属と精神的健康との関連について分析を行い,男女別の傾向をまとめて研究論文・学会発表の形で発表した。男性では,ネガティブな出来事の「担当教官」への帰属,および「努力」に帰属しない傾向が,ホープレスネスの高さと関連していることが示され,統制可能性の認知と精神的健康との関連が示唆された。女性については,ネガティブな出来事に対する原因帰属とホープレスネスの高さとの間に明確な関連は見いだされなかったが,「能力」帰属とホープレスネスの関連についてはさらなる検討の余地が考えられる。
2)対人領域のネガティブな出来事に対する原因帰属の検討
対人領域でのネガティブ場面に対する原因帰属の性差の分析の結果,男性に比べ女性の方が使用する場面間での評定値の変動が大きく場面固有の手がかりに敏感であると考えられる。さらに女性の方が悲しさや不安を感じる程度が高い傾向にあり,偶然ではなく自分に原因があり,かつ自分次第でどうにかできるとは感じていない傾向にあることが示された。
3)対人領域のネガティブな出来事に対する原因帰属と精神的健康との関連の検討
対人領域のネガティブ場面に対する原因帰属と精神的健康との関連について分析を行った結果,理由が存在すると考えていること,統制可能性を感じていることが,特性的自己効力感の高さやホープレスネスの低さと関連しており,精神的健康との関連が示唆された。
上記の結果より,ネガティブな出来事に対する原因帰属において領域別,性別の検討を行う重要性が示され,精神的健康との関連においてもそれぞれ異なった問題の傾向と支援の必要性を示唆する結果が得られたといえる。

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大学生における,小学校児童へのピア・サポート・トレーニングの実施を通しての自己理解と対人援助能力の発達

公益財団法人マツダ財団マツダ財団青少年健全育成関係研究助成

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子どものインターネット使用に対する予防的・開発的な指導力の育成に向けて

Grant number：21K02493 2021.04 - 2024.03

日本学術振興会科学研究費助成事業基盤研究(C)

三宅幹子

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Grant amount：\1430000 （ Direct expense: \1100000 、 Indirect expense：\330000 ）

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小・中学校におけるピア・サポートの実践研究

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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
Seminar in Personality Psychology　Ⅰ （2023academic year） Third semester - その他
Seminar in Personality Psychology　Ⅱ （2023academic year） Fourth semester - その他
Personality Psychology(Psychology of Emotion and Personality ) （2023academic year） Third semester - 火5～6
Seminar in Teaching Profession Practice (Elementary school) （2023academic year） 1st-4th semester - 水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 PsychologyCⅠ(Research Methods of Psychology1) （2023academic year） 1st-4th semester - その他
Research Methods in Education and PsychologyCⅡ(Research Methods of Psychology2) （2023academic year） 1st-4th semester - その他
Research Methods in Eduational Science(Survey Method, Experimental Method) （2023academic year） Fourth semester - 木3,木4
Project Research in Educational Science （2023academic year） 1st-4th semester - その他
School Guidance and Career Guidance A （2023academic year） 1st semester - 月3～4
Theory and Methods of the Student Guidance （2023academic year） Second semester - 月3～4
School Guidance and Personnel Services AＩＩ（2023academic year） Second semester - 月3～4
School Guidance and Personnel Services B （2023academic year） 1st semester - 月3～4
School Guidance and Personnel Services Ｃ（2023academic year） 1st semester - 月3,月4
Adolescent Psychology （2023academic year） Fourth semester - 火3～4
Adolescent Psychology I （2023academic year） Third semester - 火3～4
Adolescent Psychology II （2023academic year） Fourth semester - 火3～4
Introduction to　Adolescent Psychology A （2023academic year） Third semester - 火3～4
Introduction to Adolescent Psychology A （2023academic year） Third semester - 火3～4
Introduction to　Adolescent Psychology B （2023academic year） Third semester - 火3～4
Introduction to Adolescent Psychology Ｃ（2023academic year） Third semester - 火3,火4
Special Studies in Adolescent Psychology : Seminar ⅡA （2023academic year） Late - その他
Special Studies in Adolescent Psychology IIA （2023academic year） Third semester - 金3,金4
Special Studies in Adolescent Psychology : Seminar ⅡB （2023academic year） Late - その他
Special Studies in Adolescent Psychology IIB （2023academic year） Fourth semester - 金3,金4
Special Studies in Adolescent Psychology A （2023academic year） Third semester - 金3,金4
Special Studies in Adolescent Psychology B （2023academic year） Fourth semester - 金3,金4
Adolescent Psychology A （2023academic year） Fourth semester - 火3～4
Adolescent Psychology B （2023academic year） Fourth semester - 火3～4
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） 1st semester - 金5,金6
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Fourth semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） 1st semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2023academic year） Fourth semester - その他
Approaches to Education （2022academic year） 1st semester - 火1～2
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
Seminar in Educational Psychology （2022academic year） Fourth semester - その他
Research Methods in Education and PsychologyCⅠ(Research Methods of Psychology1) （2022academic year） 1st-4th semester - その他
Research Methods in Education and PsychologyCⅡ(Research Methods of Psychology2) （2022academic year） 1st-4th semester - その他
Special Studies in Adolescent Psychology : Seminar ⅠA （2022academic year） Late - 金2
Special Studies in Adolescent Psychology : Seminar ⅠB （2022academic year） Late - 木3
Personality Psychology (1) （2021academic year） Third semester - 金7,金8
Personality Psychology (2) （2021academic year） Fourth semester - 金7,金8
Seminar in Personality Psychology (1) （2021academic year） Third semester - その他
Seminar in Personality Psychology (2) （2021academic year） Fourth semester - その他
Seminar in Personality Psychology　Ⅰ （2021academic year） Third semester - その他
Seminar in Personality Psychology　Ⅱ （2021academic year） Fourth semester - その他
Personality Psychology(Psychology of Emotion and Personality ) （2021academic year） Third semester - 金7,金8
Personality Psychology (1)(Psychology of Emotion and Personality) （2021academic year） Third semester - 金7,金8
Approaches to Education （2021academic year） 1st semester - 火1～2
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 C (1) （2021academic year） special - その他
Individual Study in Educational Psychology C (2) （2021academic year） special - その他
Research Methods in Education and PsychologyCⅠ(Research Methods of Psychology1) （2021academic year） 1st-4th semester - その他
Research Methods in Education and PsychologyCⅡ(Research Methods of Psychology2) （2021academic year） 1st-4th semester - その他
Research Methods in Education and PsychologyCⅠ(Research Methods of Psychology1) （2021academic year） special - その他
Research Methods in Education and PsychologyCⅡ(Research Methods of Psychology2) （2021academic year） special - その他
Introduction of Project Based Learning （2021academic year） 1st semester - 火1,火2
Project Research in Educational Science （2021academic year） 1st-4th semester - その他
Adolescent Psychology I （2021academic year） Third semester - 火3,火4
Adolescent Psychology II （2021academic year） Fourth semester - 火3,火4
Introduction to　Adolescent Psychology A （2021academic year） Third semester - 火3,火4
Introduction to　Adolescent Psychology B （2021academic year） Third semester - 火3,火4
Introduction to Adolescent Psychology Ｃ（2021academic year） Third semester - 火3,火4
Special Studies in Adolescent Psychology : Seminar A （2021academic year） Prophase - 金3,金4
Special Studies in Adolescent Psychology : Seminar B （2021academic year） Prophase - 金3,金4
Adolescent Psychology A （2021academic year） Fourth semester - 火3,火4
Adolescent Psychology B （2021academic year） Fourth semester - 火3,火4
Adolescent Psychology Ｃ（2021academic year） Fourth semester - 火3,火4
Project Based Learning I （2021academic year） Second semester - 火1,火2
Project Based Learning II （2021academic year） Third semester - 火1,火2
Project Based Learning III （2021academic year） Fourth semester - 火1,火2
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） 1st semester - 金5,金6
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Fourth semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） 1st semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） Fourth semester - その他
Introduction to Personality Psychology （2020academic year） 1st semester - 火7,火8
Personality Psychology (1) （2020academic year） 1st semester - 金7,金8
Personality Psychology (2) （2020academic year） Second semester - 金7,金8
Seminar in Personality Psychology (1) （2020academic year） special - その他
Seminar in Personality Psychology (2) （2020academic year） special - その他
Seminar in Personality Psychology　Ⅰ （2020academic year） special - その他
Seminar in Personality Psychology　Ⅱ （2020academic year） special - その他
Personality Psychology(Psychology of Emotion and Personality ) （2020academic year） 1st semester - 金7,金8
Personality Psychology (1)(Psychology of Emotion and Personality) （2020academic year） 1st semester - 金7,金8
Seminar in Teaching Profession Practice (Elementary school) （2020academic year） 1st-4th semester - 水7,水8
Seminar in Teaching Profession Practice (Elementary school) （2020academic year） 1st-4th semester - 水7,水8
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
Seminar in Educational Psychology （2020academic year） Fourth semester - その他
Individual Study in Educational Psychology C (1) （2020academic year） special - その他
Individual Study in Educational Psychology C (2) （2020academic year） special - その他
Research Methods in Education and PsychologyCⅠ(Research Methods of Psychology1) （2020academic year） special - その他
Research Methods in Education and PsychologyCⅡ(Research Methods of Psychology2) （2020academic year） special - その他
Special Studies in Idea and Problems of Academic Training B （2020academic year） 1st semester - 金1,金2
Introduction of Project Based Learning （2020academic year） 1st semester - 火1,火2
Research Methods in Eduational Science(Survey Method, Experimental Method) （2020academic year） Second semester - 木3,木4
Project Research in Educational Science （2020academic year） 1st-4th semester - その他
School Guidance and Career Guidance A （2020academic year） 1st semester - 月3,月4
Theory and Methods of the Student Guidance （2020academic year） Second semester - 月3,月4
School Guidance and Personnel Services AI （2020academic year） 1st semester - 月3,月4
Special Studies in Developmental Psychology B （2020academic year） Prophase - その他
Special Studies in Developmental Psychology B （2020academic year） Second semester - その他
Adolescent Psychology I （2020academic year） Third semester - 火3,火4
Adolescent Psychology II （2020academic year） Fourth semester - 火3,火4
Introduction to　Adolescent Psychology A （2020academic year） Third semester - 火3,火4
Introduction to　Adolescent Psychology B （2020academic year） Third semester - 火3,火4
Introduction to Adolescent Psychology Ｃ（2020academic year） Third semester - 火3,火4
Special Studies in Adolescent Psychology : Seminar A （2020academic year） Third semester - 金5,金6
Special Studies in Adolescent Psychology : Seminar B （2020academic year） Fourth semester - 金5,金6
Adolescent Psychology A （2020academic year） Fourth semester - 火3,火4
Adolescent Psychology B （2020academic year） Fourth semester - 火3,火4
Adolescent Psychology Ｃ（2020academic year） Fourth semester - 火3,火4
Project Based Learning I （2020academic year） Second semester - 火1,火2
Project Based Learning II （2020academic year） Third semester - 火1,火2
Project Based Learning III （2020academic year） Fourth semester - 火1,火2
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） 1st semester - 金5,金6
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Fourth semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） 1st semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Second semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Third semester - その他
Special Studies in Educational Science(Special Studies in Project Based Learning （2020academic year） Fourth semester - その他

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