2014 25 1 1 11 1 3,085 100 1 1988 e.g., 2000 3 e.g., 2005; 1999 100 1960 100 2012 2 6 23 1 98.2 1999 1999 3 65.3 1999 1996 1 21 e.g., 1999 3 1
2 251 Barrera, 1986; 1993 1 2 2001 3 2001 Barrera, 1981 1993 2005 3 2 e.g., Gottlieb, 1985 Wethington & Kessler 1986 r.20 1987 Cohen & Wills, 1985 2 3 Barrera, 1981 4 4 4 4 4 4 4 1992 Barrera 1981 1 1992 2001; Tanaka, Kojo, & Matsuzaki, 1990 1 2001 well-being 1998 2 1 2 e.g.,
3 2001 1997 2003 1 3 2 2011 9 191 4 35 39 10 1 5,378 3,085 1 84 1 37 38 84 5 23 5 3 4 5 Benesse 2012 WEB http://benesse.jp/berd/ 1 1 2 2000 1999 15 e.g., e.g., e.g., 1 2 3 4 4 3 19951999 14 1 2 3 4 4 4 2005 1999 15 1 2 3 4 4 5 3 17 7 40 44 42.2 45 49 38.1 35 39 10.6 50 9.136.8
4 251 Table 1 h 2 M SD α.84.93.09.03.81 3.16.72.91.13.03.75 3.29.68.65.13.09.46 2.96.71.54.28.06.46 2.78.74.35.19.16.32 2.68.81 α.79.12.78.08.63 2.05.85.10.76.02.64 2.45.81.03.68.14.35 2.28.94.12.45.19.43 2.62.79.11.39.08.26 2.31.86 α.73.02.02.87.73 2.95.72.15.17.64.39 3.27.68.22.16.62.42 2.83.86.18.10.39.33 2.76.79 27.1 16.218.3 1.00.6 41.0 37.3 10.05.8 4.41.5 48.9 51.1 97.2 1.7 1.2 27.4 44.7 14.7 13.3 72.2 27.2 0.6 15 1 60 15 3 3 Promax.30 1 Promax 14.35 Table 1 3 14 60.00 1 2 3
5 Table 2 h 2 M SD α.79.81.02.02.63 2.68.86 59.9.76.07.02.53 2.79.86 64.5.69.01.12.42 3.16.84 80.6.53.05.01.32 2.42.97 43.6.53.02.17.37 2.69.85 60.7 α.81.05.76.01.54 2.12.83 26.5.10.75.02.46 2.09.88 26.8.03.57.02.32 2.11.78 27.9.14.55.11.49 2.55.91 51.9.30.54.04.56 2.82.89 65.5 r.67.00.05 1.02 1.00 1.96.87 23.7.03.09.64.46 1.66.75 11.6.63.40.44 Cronbach α.84.79.73 14 3 3 Promax.30 2 Promax 3 Table 2 15 3 3 Promax.30 2 Promax 3 Table 3 ward 4 Figure 1
標準得点6 251 Table 3 h 2 M SD α.89.82.08.05.58 2.81.75 71.3.80.16.04.48 2.60.84 53.6.78.06.00.69 2.71.80 62.1.66.08.08.52 2.48.80 48.0.64.01.00.42 2.46.74 48.1.62.28.07.69 2.84.82 70.5.57.28.01.63 2.73.88 61.9.56.01.07.32 2.81.87 67.4 α.81.12.92.03.71 2.54.83 52.1.03.85.01.76 2.48.78 49.5.22.44.09.41 2.33.83 39.5 r.56.01.00.75.57 1.93.72 16.4.01.01.75.56 1.77.74 13.4.72.08.09 2.00 1.50 心身面サポート勉強に対する直接サポート勉強に対する間接サポート 1.00.50.00.50 1.00 1. サポート平均群 2. サポート低群 3. 心身面サポート高群 4. サポート高群 2 1 3 4 2 3 1 4 Figure 1
7 4 1 1 F 3, 3084 1466.52 F 3, 3084 1239.82 F 3, 3084 771.04 Tukey 3 4 1 2 1 2 4 1 2 3 1 3 n 878 2 3 n 1,178 3 n 727 4 3 n 302 4 N 3,085 r.12, 16, p.01 r.04,.08, p.05 r.26,.28, p.01 r.09, p.01 r.07, p.01 r.44, p.01 4 2 2 Table 4 Acitelli & Antonucci, 1994; Northouse, Mood, Templin, Mellon, & George, 2000 Tukey F 3, 3077 44.83, p.01 3 F 3, 3077 44.61, p Table 4 n 443 n 572 n 350 n 145 n 435 n 606 n 377 n 157 5 20 14.03 3.03 12.82 3.15 14.18 3.29 14.43 3.29 14.38 2.89 13.02 3.32 14.01 3.10 14.98 3.60 5 20 11.82 2.99 10.71 3.13 12.08 3.28 11.88 3.45 12.22 2.89 11.04 3.06 12.26 3.27 13.41 3.68 2 8 3.96 1.48 3.53 1.37 3.53 1.54 4.00 1.82 3.90 1.42 3.36 1.40 3.28 1.37 3.85 1.69 8 32 20.71 4.56 19.69 4.72 23.11 4.94 23.01 5.55 21.54 4.14 20.17 4.98 23.72 4.23 24.08 4.76 3 12 7.10 1.91 6.92 2.14 7.88 2.28 7.75 2.28 7.31 1.89 7.07 2.01 7.95 1.95 7.89 2.09 2 8 3.81 1.24 3.66 1.21 3.66 1.37 3.75 1.53 4.03 1.23 3.53 1.20 3.58 1.32 3.80 1.45 3 1 7 4.58 1.79 4.66 1.89 5.02 1.75 4.84 1.68 4.60 1.66 4.82 1.75 5.12 1.65 5.01 1.70
8 251.01F 1, 3077 22.69, p.01 F 3, 3077 3.60, p.05 F 3, 3077 18.21, p.01 F 3, 3077 30.47, p.01 3 3 F 1, 3077 18.02, p.01 F 3, 3077 60.57, p.01f 1, 3077 15.01, p.01 4 2 2 Table 4 F 3, 3077 105.29, p.01f 1, 3077 15.40, p.01 2 2 F 3, 3077 37.17, p.01 2 2 F 3, 3077 12.58, p.01f 3, 3077 3.37, p.05 F 3, 3077 14.54, p.01 F 1, 3077 5.95, p.01 F 3, 3077 10.85, p.01 2 2 100 Northouse et al., 2000 e.g., 2005
9 2001; Tanaka et al., 1990 McClelland, 1961 e.g., 1996 1 e.g., well-being 3 3
10 251 6 9 2002 6.04.16 Acitelli, L. K., & Antonucci, T. C. 1994. Gender differences in the link between marital support and satisfaction in older couples. Journal of Personality and Social Psychology, 67, 688 698. Barrera, M., Jr. 1981. Social support in the adjustment of pregnant adolescents: Assessment issues. In B. H. Gottlieb Ed., Social networks and social support pp.69 96. Beverly Hills, CA: Sage. Barrera, M., Jr. 1986. Distinction between social support concepts, measures, and models. American Journal of Community Psychology, 14, 413 445. Benesse 2012 1996 11, 38 42. Cohen, S., & Wills, T. A. 1985. Social support, stress and the buffering hypothesis. Psychological Bulletin, 98, 310 357. 1999 64 3 3 Gottlieb, B. H. 1985. Social support and the study of personal relationships. Journal of Social and Personal Relationships, 2, 351 375. 2001 24, 69 74. 1987 85, 109 149. 2005
11 53, 356 367. 2000 50, 175 191. 2003 45 489. McClelland, D. 1961. The achieving society. New York: The Free Press. 1998 21, 1 13. 1999 8, 87 102. 1995 37 555. 2012 23 2012 2 6 <http://www.mext.go.jp/b_menu/houdou/24/02/ 1315669.htm> 2012 3 30 Northouse, L.L., Mood, D., Templin, T., Mellon, S., George, T. 2000. Couples patterns of adjustment to colon cancer. Social Science and Medicine, 50, 271 284. 2002 38, 133 153. 1993 41, 302 312. 2001 1, 151 160. 1999 1998 46, 442 451. 1996 36, 32 41. Tanaka, K., Kojo, K., & Matsuzaki, M. 1990. The effect of experimentally provided social support on task performance and anxiety. Japanese Journal of Experimental Social Psychology, 29, 65 69. 1997 33, 33 41. 1992 Wethington, E., & Kessler, R. C. 1986. Perceived support, received support, and adjustment to stressful life events. Journal of Health and Social Behavior, 27, 78 89. Benesse 2012 1 Toyama, Miki Faculty of Human Science, University of Tsukuba, Higuchi, Ken Benesse Educational Research and Development Institute & Miyamoto, Sachiko Benesse Educational Research and Development Institute. Mothers Social Support of Students Preparing for High School Entrance Examinations. THE JAPANESE JOURNAL OF DEVELOPMENTAL PSY- CHOLOGY 2014, Vol.25, No.1, 1 11. This study investigated the worry and stress associated with high school entrance examinations, mothers and children s later recall about the entrance exams, and the influence of mothers social support on their children. Mothers N 3,085 and their children completed an Internet-based questionnaire. The results indicated that children experienced various worries and stresses connected with the entrance examinations, and that many children also had feelings of selfgrowth as a result of the examinations. Children gained a sense of fulfillment by studying and felt that the entrance examinations were overall a positive experience. Social support from the mothers had both positive and negative effects on children. This support promoted a sense of self-fulfillment through self-development as a result of studying, but also contributed to children s worry and stress. Keywords High school entrance examination, Social support, Adolescents, Stress, Self-growth 2012.11.30 2013.7.12