| Project/Area Number |
11610124
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Fukuoka University of Education |
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Principal Investigator |
KOIZUMI Reizo Fukuoka University of Education, Psychology, Professor, 教育学部, 教授 (90195644)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2001: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2000: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1999: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | transition to the junior high school / adaptation to the school / intervention program / environmental transition / helping adaptation / social skill / school / family partnership / anchor point |
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| Research Abstract |
The aim of this project was to examine the effectiveness of educational intervention programs for seventh graders and their parents in the transition to the junior high school from the primary school. Five studies were conducted and the main results were as follows. 1. School tour (physical environment), visiting the eighth graders' classes (socio-cultural environment), and explanation of the school live by seventh-grade student council leaders (interpersonal environment) were effective elements in an orientation program for both of students and their parents. 2. Demonstration of club activities by eighth graders was suggested to lead to seventh graders' higher level of motivation and interest in the junior high school. 3. Intensive course of social skills training in four group sessions in an introductory school camp just after the transition was effective for some part of seventh graders, who showed fewer problematic reactions to stressors in the daily life. However the effects were not confirmed in the follow-up session in the fourth month. 4. Four-session social skills training in regular class settings by graduate course students was more effective in the third month than just after the transition to the junior high school. This may be because the students come to notice the necessity to solve troubles and conflicts in the interpersonal relation with their classmates after some experience of the junior high school environment. 5. An eight-session social skills training was conducted by classroom teachers in regular classes. The target skills were those to prevent fights and violence in the classroom. This training was effective for boys as well as the students with the lower level of initial social skill.
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