272 11) 12) 1 Barrera 13) 1fl social embeddedness 2fl perceived support 3fl enacted support 3 14) 15) 3 2fl 13) 16;17) 1 14;15;18 21) 2 22;23) 4 24;25

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1 Vol. 13 No I Λ1 Λ2 I 162 II > 2 3 1) ;3) ) 7;8) 9) 10) Λ1 Λ

2 272 11) 12) 1 Barrera 13) 1fl social embeddedness 2fl perceived support 3fl enacted support 3 14) 15) 3 2fl 13) 16;17) 1 14;15;18 21) 2 22;23) 4 24;25) 1 1fl 2fl 3fl 26) Barrera&Ainlay 27) Cohen&Wills 28) Lin 29) Vaux 30) > 14;20;31) > 14;20;22;31) 1 > 2 14) 16) 1 32;33) 2 14) 31) 34) % % 3 8.9% 4 8.0% 1 ο

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8 278 6 t F 2,855 = p<.001 LSD p< F 3,1140 =36.92 p<.001 LSD p<.001 p<.001 p< ) 24) 25) 2 26;29;30;52) ;17) 16) ;46;50) ;20;22;31) 53) ) 14) 31)

9 I ) 55) 42) 51) 50) ) Barrera M Distinction between social support concepts measures and models American Journal of Community Psychology

10 I Barrera M and Ainlay SL The structure of social support A conceptual and empirical analysis Journal of Community Psychology Cohen S and Wills TA Social support stress and the buffering hypothesis Psychological Bulletin Lin N conceptualizing social support In Lin N Dean A and Ensel W Eds Social Support Life events and Depression Academic Press Orland Vaux A Social Support theory reseach and intervention Praeger New York IV Holmes TH and Rahe RH The social readjustment rating scale Journal of Psychosomatic Reserach

11 I A Study of Parental Support and Stressors in Junior High School Students (I) Development of The Parental Support Scale and The Stressor Scale Takashi HATTORIand Osamu SHIMADA (Accepted Nov. 29, 2003) Key words : parental support, stressor, junior high school student Abstract The purpose of this study is to develop parental support scale and stressor scale for junior high school students, and to investigate the characteristics of parental support and stressors quantitatively. The questionnaire items were collected from mothers' descriptions on parental support and stressors, and also from preceding studies. After several items were modified, 162 junior high school students answered the scales in StudyI. Then items were selected again for StudyII. In StudyII, the data of 286 students were analyzed. The results are as follows : 1) the parental support scale has a threefactor structure (emotional, instrumental, and accepting support), 2) the stressor scale has a four-factor structure (stressors concerning peers, parents, his/her own self, and school subject). The major findings as they relate to quantitative characteristics are : 1) girls have significantly higher scores than boys on parental support, 2) a mother's support is expected to be significantly higher than a father's support, 3) emotional support has the highest score in the parental support scale, and the score for school subject is the highest in the stressor scale. Finally, future directions as a result of this study are discussed. Correspondence to : Takashi HATTORI Master's Program in Clinical Psychology, Graduate School of Medical Welfare, Kawasaki University of Medical Welfare Kurashiki, , Japan (Kawasaki Medical Welfare Journal Vol.13, No.2, )

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