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1 ; 2001 Argyle & Henderson, Eisenberg & Mussen, 1989/1991; 1995 Hoffman, 2000/2001 Bylsma, Vingerhoets, & Rottenberg, Samter, Burleson, & Murphy

2 Weiner, Graham & Chandler, 1982 Weiner, Graham, Stern, & Lawson, 1982 Blaine, Crocker, & Major, ; ;

3 281 Davis & Franzoi, 1991; Fredrickson & Joiner, 2002; 2006 Lazarus & Folkman, 1984/1991; Weiner, SD SD SD

4 Table 1 B B B B A A A 2011 B Table 1 A 3 B A A 3 A A A 2 A A 2 A A SPSS Version α SD SD SD 0.71 SD 5.03 SD SD

5 283 Table 2 F1 F2 F3 F1 A F F3 A A α Table α A 2 3 A A A r.10 r.54 r.19 3 t Table 3 t p.01 t p.01 t p.01 3 SD Table 4 Bonferroni p.05 F 2, p.01 η 2.20 F 2, p.01 η 2.07 Figure 1 F 2, p.01 η 2.05 F 2, p.01 η 2.02 F 2, p.01 η M 3.98 M 3.71 M 3.53 M 2.72 M 2.76 M 2.42 M 2.15 M 2.24 M 1.97 F 4, p.01 η 2.08 F 4, p.01 η 2.01 F 4, p.01 η 2.04 Figure 2

6 Table 3 t t t n t n t t t t t t t t n t n t t t t t t t t n t n t t t t t t t p.01 Table 4 r p.01 4 SD Table 5 Table 6

7 285 Table 4 n 384 n 311 n 264 N F 4, p.01, η F 4, p.01, η F 4, p.01, η Bonferroni p.05 ( 点 ) 励まし共感離れる感謝 ( 点 ) 励まし共感離れる反発 Figure 1 ( 点 ) ( 点 ) ( 点 ) 6 中学生 6 中学生 6 5 高校生 5 高校生 5 4 大学生 4 大学生 4 中学生高校生大学生励まし共感離れる 1 励まし共感離れる 1 励まし共感離れる感謝自責反発 Figure 2 R β β β

8 Table 5 n 384 n 311 n 264 N Table 6 β R n R n R n R N R VIF 5 VIF p.05 p.01 R R β.33.49

9 287 Figure 1 Samter et al Samter et al Figure Table

10 β Frey & Ruble, Argyle, M., & Henderson, M The rules of friendship. Journal of Social and Personal Relationships, 1, Blaine, B., Crocker, J., & Major, B The unintended negative consequences of sympathy for the stigmatized. Journal of Applied Social Psychology, 25, Bylsma, L. M., Vingerhoets, A. J. J. M., & Rottenberg, J When is crying cathartic? An international study. Journal of Social and Clinical Psychology, 27, Davis, M. H., & Franzoi, S. L Stability and change in adolescent self-consciousness and empathy. Journal of Research in Personality, 25, , Eisenberg, N., & Mussen, P. H Eisenberg, N., & Mussen, P. H The roots of prosocial behavior in children. Cambridge: Cambridge University Press , , Fredrickson, B. L., & Joiner, T Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13, Frey, K. S., & Ruble, D. N What children say when the teacher is not around: Conflicting goals in

11 289 social comparison and performance assessment in the classroom. Journal of Personality and Social Psychology, 48, , Hoffman, M.L Hoffman, M.L Empathy and moral development: Implications for caring and justice. Cambridge: Cambridge University Press pp , Lazarus, R.S., & Folkman, S Lazarus, R.S., & Folkman, S Stress, appraisal, and coping. New York: Springer pp , , , , , , , Samter, W., Burleson, B. R., & Murphy, L. B Comforting conversations: The effects of strategy type on evaluations of messages and message producers. Southern Speech Communication Journal, 52, , Weiner, B An attributional theory of achievement motivation and emotion. Psychological Review, 92, Weiner, B., Graham, S., & Chandler, C. C Pity, anger, and guilt: An attributional analysis. Personality and Social Psychology Bulletin, 8, Weiner, B., Graham, S., Stern, P., & Lawson, M. E Using affective cues to infer causal thoughts. Developmental Psychology, 18, , ,

12 Ogawa, Shota Doctoral Course, The United Graduate School of Education, Tokyo Gakugei University. Consolation of a Friend in Adolescence: Encouragement, Empathy, and the Action of Going Away. THE JAPANESE JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2014, Vol.25, No.3, This study examined the influence of a close friend s consolation on adolescents and college students. Junior high school students, high school students, and university students read a story in which a person was consoled by a close friend, and they evaluated their affect in terms of gratitude and repulsion when being consoled. Three kind of consolation were examined: 1 a close friend encouraged me encouragement, 2 a close friend showed empathy for me empathy, and 3 a close friend left from where we were leaving. The gratitude score for encouragement and empathy were higher than for leaving. In addition, for each kind of consolation there were age-related differences in affect. In the case of encouragement and empathy, gratitude scores for junior high school and high school students were higher than among university students. However, in the case of leaving, the repulsion scores of high school students were higher than for junior high school and university students. These findings suggest that differences in affect are related to developmental changes in expectations for close friends. Keywords Consolation, Support, Empathy, Pro-social behavior, Adolescent development

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,