| Project/Area Number |
11680041
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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 |
体育学
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| Research Institution | Kagoshima University |
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Principal Investigator |
YAMANAKA Hiroshi Kagoshima University, Graduate School of Humanistic-Sociological Sciences, Professor, 大学院・人文社会科学研究科, 教授 (60182581)
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| Project Period (FY) |
1999 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 2002: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2001: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2000: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1999: ¥600,000 (Direct Cost: ¥600,000)
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| Keywords | Psychological stress / School stress / Stress management education / Junior high-school pupil / Self-relaxation / Pair-relaxation / Self-understanding / Understanding the other / 心理社会的ストレスモデル / セルフ・リラクセーション / ペア・リラクセーション / リラクセーション |
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| Research Abstract |
The purpose of this study was to show the effects of stress management education based on the relaxation-program which had been applied over 3 years from 1999 to 2001 in the junior high-school attached to the faculty of education of Kagoshima University. 600 pupils from first grade to third grade experienced the stress management program consisted of progressive relaxation and "Pair-relaxation", where fellow pupils play a role of trainer and trainee with each other under the teacher's supervision based on the clinical dohsa-method, for 20 minutes once a week in their classroom. They had to answer the School-Stress-Responses Questionnaire in May and November in every 3 year. The sub-scores of questionnaire were in a 3 ('99, '00, '01) × 2 (boy, girl) × 2 (May, November) factorial analysis of variance (ANOVA) on each grade.
The chief findings were as follows: (1) Girls of 3rd grade in '01 showed lower stressor scores in terms of the relationship with friends than those in '99. (2) Boys and girls of 3rd grade in '00 and '01 showed lower stressor scores in terms of relationship with teachers than those in '99. (3) Boys and girls of 3rd grade in '00 and '01 showed higher perceived social support scores by friends than those in '99. These results suggest that stress management education has effects on pupil's cognitive appraisal to friends and teachers.
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