e.g., Mahoney, Vandell, Simpkins, & Zarrett, Bohnert, Fredricks, & Randall2010 breadth intensitydurationengagement e.g., Mahone

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1 , e.g., 2002; ; 2002; ;

2 e.g., Mahoney, Vandell, Simpkins, & Zarrett, Bohnert, Fredricks, & Randall2010 breadth intensitydurationengagement e.g., Mahoney et al., Bohnert et al.2010 e.g., Mahoney et al., 2009 Mahoney et al., 2009

3 e.g. 1994; IC 3 KJ

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9 461 Table R p 集団親密性目標志向的行動ストレス経験 e7.64 傾倒集団への e1 肯定的感情他者意識の.23 e2 高まり集団活動に e3.30 対する消耗感問題解決への.33 積極性 e 他者統率の熟達 e 学校活動への更なる傾倒 e6 0.1 Figure b.26 b.21 b.18 b b b.17 b b b b.27 b.23 b.33 b.47 b b.19 b.30 BIG FIVE BIG FIVE b n.s. b.14

11 463 Jensen-Campbell & Graziano, 2001 growth curve modelsfarb & Matjasko, , Bohnert, A., Fredricks, J., & Randall, E Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, Farb, A. F., & Matjasko, J. L Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review, 32, , , , , Jensen-Campbell, L. A., & Graziano, W. G Agreeableness as a moderator of interpersonal conflict. Journal of Personality, 69, ,

12 , , Mahoney, J.L., Vandell, D.L., Simpkins, S.D., & Zarrett, N.R Adolescent out-of-school activities. In R.M. Lerner & L. Steinberg Eds., Handbook of adolescent psychology: Vol.2 3rd ed., pp John Wiley & Sons , I 57, SRS-18 4, , , , Big Five 67, , ,

13 465 Komoto, Aiko Graduate School of Education, The University of Tokyo. The Developmental Significance of School Events in Secondary Schools: Exploring Retrospective Meaning from the Perspective of University Students. THE JAPANESE JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2014, Vol.25, No.4, School events called gakkou gyoji in Japaneseare part of the national curriculum, yet little is known about the developmental significance of school events. The purpose of this study was to explore the retrospective meaning ascribed to school events from the perspective of individuals who had been involved in such activities. University students N 670 were asked to complete a questionnaire about their experiences in school events at secondary school. Six aspects of meaning were identified: feeling positive about group activities, becoming considerate of others, getting exhausted with group activities, becoming active in the resolution of problems, improving of leadership proficiency, and increasing commitment to school activities. The results revealed that 1among the dimensions of involvement, only engagement was associated with all aspects of meaning; 2among activity qualities, goal-oriented behavior was strongly associated with engagement; and 3agreeableness had a moderating effect on the association between activity quality and engagement. These findings suggested that school events can have developmental meaning and significance as life events. Further longitudinal research is needed to examine developmental outcomes and processes, while considering individual personality characteristics. Keywords School events, Meaning, Adolescence, Secondary school, Structured activities

56 56 The Development of Preschool Children s Views About Conflict Resolution With Peers : Diversity of changes from five-year-olds to six-year-olds Y

56 56 The Development of Preschool Children s Views About Conflict Resolution With Peers : Diversity of changes from five-year-olds to six-year-olds Yukari KUBO 311615 1 1 1 97 43-2 2005 Rubin, Bukowski,