2014 25 4 453465 1 670 6 1 2 2008, 2009 2002 e.g., 2002; 1999 100 1 2 2013; 2002; 1999 1 2007 2009 2006; 20082006 2013
454 254 e.g., Mahoney, Vandell, Simpkins, & Zarrett, 2009 1 23 2013 Bohnert, Fredricks, & Randall2010 breadth intensitydurationengagement e.g., Mahoney et al., 2009 4 Bohnert et al.2010 e.g., Mahoney et al., 2009 Mahoney et al., 2009
455 2006 e.g. 1994; 2004 3 1 2 3 19 7 12 1 24 1 1 1 60 IC 3 KJ 1967 8 9 4 5 721 670 92.93 19.09 1.04 18 24 3
456 254 2 2 4 1 3 6 1 Bohnert et al.2010 breadth 121 31 41 3 53 6 6 1 A B CD i ii iiid iii 3 1 iii i ii30 A ii10 4 iii30 1 A iii1 iva iv 4 1 BD iv Bohnert et al.2010 3 15 5 KJ 199620 5 KJ 1997 22 5 20082009 20092009 58 5 BIG FIVE 1996 60 5 7 SPSS19.0 Amos 19.0
457 BIG FIVE e.g., 2009 1 15 9.00 1.190.911 1 α α.95 20 6.001.811.22 1 1.35 1 α α.80 22 4.813.61 1.200.79 2 2 Promax 14 Promax 2 α α.84 Promax α Table 1 58 1.0 6 12.183.821.691.211.04.95.836 Table 1 h 2 α.84.81.15.68.79.17.66.78.14.62.69.18.52.69.19.51.51.19.29.38.02.14 α.84.03.75.56.16.75.58.21.71.53.12.69.50.21.63.45.01.47.22 1.04.41.17.04
458 254 Table 2 h 2 α.93.88.03.03.07.09.09.63.84.05.02.02.02.00.74.82.08.01.01.00.14.65.82.05.02.07.12.04.72 1.77.05.01.04.00.04.72.65.02.04.19.01.05.70.47.07.18.11.01.19.66 α.85.01.89.07.02.01.05.74.07.87.04.03.12.00.61.15.63.14.12.08.03.47.05.58.01.05.09.20.60.13.54.12.16.03.13.43 α.82.05.02.82.02.05.03.70.01.15.70.09.07.12.48.30.05.70.04.21.01.42.01.07.66.01.05.19.44.18.18.65.02.14.00.55.16.08.48.05.10.06.30 α.89.04.04.01.87.01.01.77.03.10.00.76.25.11.69.03.07.07.70.04.03.65.03.15.07.66.08.10.60.04.06.06.51.02.14.45 α.89.15.14.08.00.96.08.81.03.20.06.07.64.05.66.04.02.13.17.61.10.68.00.06.06.02.51.35.68 α.74.08.05.09.11.10.76.47.03.00.10.11.07.63.42.03.05.08.20.10.54.37.21.07.14.03.04.48.61.62.43.69.54.62.01.65.57.60.16.11.10.67.74.68
459 6 Promax 31 Promax 6 α α.74 Promax α Table 2 A D 4 Table 3 5 Table 4 5 2 5 F1, 653 10.177p.001F1, 653 6.472p.011 Table 3 3.17 1.20 1.89 0.52 2.40 0.74 3.52 0.92 3.59 0.69 2.54 0.87 3.45 0.79 3.55 0.97 3.43 0.82 2.18 0.75 2.96 0.88 2.86 0.99 2.49 0.84 Table 5 b.19
460 254 Table 4 BIG FIVE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2.58 3.52.78 4.41.49.40 5 6 7.24.26.21.58.15.16.16.10.38.42.49.43.78.58.01 8.28.34.27.67.64.16.67 9.19.24.19.37.27.13.41.61 10 11 12 13.11.12.03.33.41.40.23.33.06.22.27.21.52.40.03.56.68.62.07.22.27.19.52.33.06.59.62.57.06.71.18.21.14.46.32.02.47.58.52.00.68.64 B I G F I V E 14.04.11.01.33.26.15.31.38.21.35.41.45.30 15.03.04.01.09.15.29.09.07.13.13.07.10.14.32 16.01.01.01.12.06.10.06.16.14.16.13.17.10.16.05 17.11.15.07.23.17.18.17.20.18.27.18.18.11.41.24.18 18.02.00.02.10.05.03.14.05.08.04.27.25.16.35.07.12.26.13.10.15.17.21.07.15.12.04.13.06.04.00.04.01.05.02.00.07.06.07.03.03.01.03.12.11.02.06.01.01.06.05.09.01.07 p.001 p.01 p.05 6 Bohnert et al., 2010 Figure 1
461 Table 5.01.03.01.00.01.02.04.09.09.04.08.04.02.01.19.02.07.08.65.33.34.52.51.48 R 2.46.17.13.28.28.22 p.001.38 集団親密性.58.01.17.68 目標志向的行動 ストレス経験 e7.64 傾倒.58.34.26 集団への e1 肯定的感情.27.23 他者意識の.23 e2 高まり.19.22.26.19 集団活動に e3.30 対する消耗感.21.35 問題解決への.33 積極性 e4.18.37.47 他者統率の熟達 e5.24.25.26 学校活動への更なる傾倒 e6 0.1 Figure 1 0.1 b.26 b.21 b.18 b.24 0.1 b.22 0.1 b.17 b.68 0.1 b.34 0.1 b.19 0.1 b.27 b.23 b.33 b.47 b.26 0.1 b.19 b.30 BIG FIVE 1 1 0.1 BIG FIVE 5 0.1 0.1 b.14 0.1 n.s. b.14
2006 462 254
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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, 453 465. 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 2014.3.4 2014.7.3