| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 2004: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2003: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2002: ¥600,000 (Direct Cost: ¥600,000)
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| Research Abstract |
Purpose
The project to enhance the acquisition of social competence (interpersonal intelligence and autonomous adaptability to group) and prosocial attitudes by giving the students experience about the findings social psychology obtained (mechanism of the behavior of person, interpersonal relations, group, and society) is practiced, and the effect is clarified.
Educational practice
At Nagoya University Fuzoku Junior High School, the sessions were conducted. The students received 30 sessions at the 7^<th> grader, 10 sessions at the 8^<th> grader, and 10 sessions at the 9^<th> grader. In 2004,the session program had been made already, we advised the teachers at Nagoya University Fuzoku Junior High School on this program. Moreover, the educational practices had been requested from Kusunoki Junior High School, and we advised the teachers on this program.
Assenssing the effects of this project
Asssessing the effects of this project, 7^<th> grade students at Nagoya University Fuzoku Junior High S
… More
chool and at Kusunoki Junior High School responded to pre and post, questionnaires. Students at Nagoya University Fuzoku Junior High School responded mainly to question-naires measuring relations to their friends in their class and adjustment to school. Students at Kusunoki Junior High School responded mainly to questionnaires measuring personal perception and coping strategy for conflict, situation. As a contrast, group, students at the junior high school which the sessions were not conducted responded to the questionnaires.
Presentations
Poster ("Educational research for enhancement of the ability to consider human and society (3)") presented at the 46^<th> Japanese Association of Educational Psychology Meeting. The content is the longitudinal study that students had entered at Nagoya University Fuzoku Junior High School in 2001 and 2002,and received these sessions in 3 years, responded to questionnaires measuring social consideration, trust, perspective taking, and emotional empathy. Results indicated that social consideration decrease gradually. It means that, as students received these sessions, they realized they didn't concider society. Conversely, results indicated that perspective talking (cognitive empathy) increase. Moreover, at the 45^<th> Japanese Society of Social Psychology Meeting, I participated as sympogist ("Interaction social psychology and clinical psychology of educational practice-it considers about this possibility"), and introduced the sessions as an approach of educational practice. Less
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