2007 15 2 217 227 2007 1 2 445 238 207 1 7 7 (2005) (2005) (2006a) 2006a (2004) (assumed-competence)
218 15 2 1 2005 2004 (2004) (2004) (2004) 16PF (2006) 4 Hayamizu, 2002 2006a (2006a) 1 Hayamizu, Kino, Takagi, & Tan (2004) (2006b) (Experiences Sampling Method: ESM, Csikszentmihalyi & Larson, 1987) 1 5 7
219 1 3 (Izard, 1991) (Hayamizu et al., 2004) 2006b (2003) 2004 7 1 (1) Hayamizu et al. (2004) (version 2) 11 5 (2006) (2) Rosenberg (1965) (1997) (1970) 10 5 (2004) (2006) 4 998 587 411
220 15 2 19.03 1.20 2005 6 2 1 7 1 7 2 1 (1) 1 1 1 (2) (1) 6 (3) (1) 6 (4) (1992) 5 4 2 1 445 238 207 1 44.59% 1 11 31.23 6.01 a.76 10 29.91 6.19 a.77 7 7 7 4.07 0.71 3.96 0.77 5 7 8.36 2.11 7.02 1.76 7 a a.90 a.94 7 2.94 1.43 2.53,
221 1.767 2 Table 1 (r.10, p.05) (r.17, p.001) (r.10, p.05) (r.23, p.001) (r.26, p.001) (r.12, p.05) (r.14, p.05) (r.46, p.001) 7 7 3 4 121 117 96 Table 1.07.03.04.10.17.03.10.23.09.26.12.14.09.46.44.49.29.39.04.05.07.04.62.58.39.24.72.40 p.05, p.01, p.001 Table 2 (n 121) (n 117) (n 96) (n 111) M SD M SD M SD M SD F(3, 441) Tukey HSD (p.05) 3.98 0.74 4.19 0.66 3.87 0.78 4.20 0.62 5.70 3.98 0.75 3.97 0.76 3.85 0.81 4.02 0.75 0.95 8.69 2.14 7.64 1.76 9.22 2.34 8.03 1.89 12.61 7.04 1.75 6.52 1.44 7.59 2.01 7.03 1.73 6.65 3.26 1.48 2.56 1.24 3.14 1.37 2.82 1.51 5.83 2.66 1.80 2.08 1.65 2.89 1.73 2.57 1.78 4.17 p.01, p.001
222 15 2 Table 3 10 1 2 3 4 5 6 7 ID0999 2.96 2.09 18 5 18 16 12 5 5 11.29 5.75 17 5 11 10 19 5 5 10.29 5.42 ID0810 1.96 1.60 8 10 8 9 8 11 8 8.86 1.12 5 18 5 7 6 5 5 7.29 4.43 ID0521 2.46 1.12 12 14 18 6 11 12 12 12.14 3.31 14 20 7 5 8 7 16 11.00 5.24 ID0016 1.63 1.60 6 6 11 11 12 12 10 9.71 2.43 5 5 20 9 10 10 5 9.14 4.94 ID0274 4 1.46 1.60 5 5 5 5 6 5 6 5.29 0.45 5 5 5 5 5 5 5 5.00 0.00
223 Table 3 1 2 3 4 5 6 7 ID0190 2 2.13 0.95 6 7 6 5 5 6 5 5.71 0.70 5 6 5 5 5 10 5 5.86 1.73 ID0276 2 1.13 1.76 13 8 15 8 15 18 9 12.29 3.69 13 6 16 6 11 19 9 11.43 4.56 ID0278 30 30 2 1 1.63 1.12 5 17 6 9 5 5 14 8.71 4.56 5 13 5 10 5 5 19 8.86 5.08 ID1110 3 2 1.29 1.12 10 7 8 17 9 10 8 9.86 3.09 5 5 7 5 9 16 8 7.86 3.64 ID0267 0.96 1.28 17 11 11 5 5 11 16 10.86 4.36 6 13 6 5 5 15 11 8.71 3.88
224 15 2 111 4 2 4 1 F(3,441) 5.70, p.001 F(3,441) 12.61, p.001 F(3,441) 6.65, p.001 F(3,441) 5.83, p.001 F(3,441) 4.17, p.01 Table 2 4 Tukey HSD 5% 4 7 Table 3 0 1 10 ID0810 2 ID0999 5 ID0276 5 6 ID1110 6 ID0521 1 ID0276 1 ID0267 2 ID0999 1 ID0278 7 ID0521 7 ID0016 3 ID0276 3 ID0999 ID0267 r.17 r.26 1
225 2 2 1 (2005) (2002) 5 Peabody & Goldberg, 1989 ESM (2006b) Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling method. Journal of Nervous and Mental Diseases, 175, 526 536. (2005). 38, 22 32. Hayamizu. T. (2002). From a culture of sadness to a culture of anger: In pursuit of a mechanism that has
226 15 2 brought about this change. Nagoya Journal of Education and Human Development, 1, 59 68. (2006a). (2006b). 15 16 17 (C) 15530423 (2004). 51, 1 7. (2005). 12, 43 55. Hayamizu, Y., Kino, K., Takagi, K., & Tan, E. H. (2004). Assumed-competence based on undervaluing others as a determination of emotions: Focusing on anger and sadness. Asia Pacific Education Review, 5, 127 135. (2006). 14, 171 180. (2004). 74, 428 436. (1970). (2) 24, 1445 1477. Izard, C. E. (1991). The psychology of emotions. New York: Plenum Press pp. 229. (2004). 46 34. (2005). Peabody, D., & Goldberg, L. R. (1989). Some determinants of factor structures from personality-trait descriptors. Journal of Personality and Social Psychology, 57, 552 567. Rosenberg, M. (1965). Society and the adolescent selfimage. Princeton: Princeton University Press. (1997). (2002). 5 50, 65 72. (2005). (1992). 62, 350 356. (2004). 16PF 13 100 101. (2003). 74, 521 530. 2006.5.22 2006.9.1
227 Assumed-Competence and Daily Strength and Fluctuation of Depression and Hostility in Interpersonal Situations Hideshi KODAIRA 1, Atsushi OSHIO 2 and Toshihiko HAYAMIZU 3 1 St. Mary s College, Nagoya 2 Department of Psychology, Chubu University 3 Graduate School of Education and Human Development, Nagoya University THE JAPANESE JOURNAL OF PERSONALITY 2007, Vol. 15 No. 2, 217 227 This study examined the relationships between assumed-competence that was based on undervaluing others, and emotional experiences of depression and hostility in interpersonal situations. Scales measuring assumed-competence and self esteem were administered to 445 university students. They were then requested to describe the most remarkable event of the day in their interpersonal relationships, and to evaluate various emotions at that time, each day for a week. Results showed that respondents who were categorized as assumption type, with high assumed-competence and low self esteem, experienced a higher level of depression and hostility in their interpersonal events than the other types. Furthermore, it was revealed that they had larger fluctuation in their emotions than those of high self esteem type, who possessed low assumedcompetence and high self esteem. Key words: assumed-competence, depression, hostility, diary method