2014 25 3 279 290 3 1990; 2001 Argyle & Henderson, 1984 1992 Eisenberg & Mussen, 1989/1991; 1995 Hoffman, 2000/2001 Bylsma, Vingerhoets, & Rottenberg, 2008 2001 19922001 1 2014 Samter, Burleson, & Murphy 1987 12001 2012 2001
280 25 3 2011 2 Weiner, Graham & Chandler, 1982 Weiner, Graham, Stern, & Lawson, 1982 Blaine, Crocker, & Major, 1995 2011 2006; 2010 2010 2 2011 2013 4 6 2006 1995 1998 2013 2000; 1996 1996 2000
281 Davis & Franzoi, 1991; 1991 3 Fredrickson & Joiner, 2002; 2006 Lazarus & Folkman, 1984/1991; Weiner, 1985 2014 2 1 2 384 1 206 178 13.20 SD 0.70 311 1 3 150 161 15.85 SD 0.36 264 3 4 155 109 19.80 SD 1.13 3 4 1 2
282 25 3 Table 1 B B B B A A A 2011 B Table 1 A 3 B A A 3 A 1991 9 2 2 A A 2 A A 2 A A 2 2011 9 6 13 6 1 46 1 SPSS Version 21 9 1991 1 α.86 9 4.95 SD 0.83 4.96 SD 0.70 4.71 SD 0.71 SD 5.03 SD 1.05 3.34 SD 1.21 3.50
283 Table 2 F1 F2 F3 F1 A.92.14.01.89.38.07.83.10.13 F2.06.93.04.05.89.03.42.65.01.14.53.01 F3 A.04.04.93 A.47.28.88 α.92.84.92 1 3 3 959 2877 9 Table 2 3.40 2.87 0.92 0.60 3 α.84 2011 1 A 2 3 A A A r.10 r.54 r.19 3 t Table 3 t 309 4.44 p.01 t 309 2.64 p.01 t 309 3.67 p.01 3 SD Table 4 Bonferroni p.05 F 2, 1912 136.15 p.01 η 2.20 F 2, 1912 72.42 p.01 η 2.07 Figure 1 F 2,956 27.08 p.01 η 2.05 F 2,956 9.09 p.01 η 2.02 F 2,956 7.13 p.01 η 2.02 3 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 4,1912 42.17 p.01 η 2.08 F 4,1912 4.03 p.01 η 2.01 F 4,1912 21.29 p.01 η 2.04 Figure 2
284 25 3 Table 3 t t 4.31 1.41 4.37 1.51 t 382 0.42 n 206 2.78 1.27 2.67 1.15 t 382 0.90 n 178 1.95 1.29 1.85 1.23 t 382 0.76 4.36 1.43 4.37 1.55 t 382 0.03 2.87 1.34 2.68 1.19 t 382 1.48 1.87 1.33 1.87 1.23 t 382 0.05 3.19 1.74 3.28 1.81 t 382 0.50 2.79 1.29 2.54 1.24 t 382 1.95 2.14 1.39 2.16 1.43 t 382 0.17 4.29 1.28 4.46 4.46 t 309 1.18 n 150 2.41 1.16 2.56 1.07 t 309 1.20 n 161 1.66 0.99 1.75 1.06 t 309 0.71 3.83 1.40 4.48 1.21 t 309 4.44 2.31 1.18 2.45 1.16 t 309 1.07 1.95 1.29 1.78 1.06 t 309 1.28 2.20 1.13 1.87 1.01 t 309 2.64 2.32 1.26 2.44 1.30 t 309 0.85 2.56 1.45 3.16 1.44 t 309 3.67 3.75 1.40 3.90 1.37 t 262 0.83 n 155 2.80 1.26 2.68 1.06 t 262 0.76 n 109 2.17 1.26 2.08 1.06 t 262 0.62 3.89 1.33 3.82 1.49 t 262 0.41 2.75 1.25 2.63 1.04 t 262 0.87 2.14 1.27 2.26 1.17 t 262 0.78 3.54 1.43 3.34 1.49 t 262 1.07 2.85 1.23 2.79 1.13 t 262 0.34 2.31 1.20 2.49 1.29 t 262 1.17 p.01 Table 4 r.72.80 p.01 4 SD Table 5 Table 6
285 Table 4 n 384 n 311 n 264 N 959 4.34 1.45 4.38 1.27 3.81 1.39 4.21 1.40 F 4,1912 42.17 4.36 1.48 4.17 1.34 3.86 1.40 4.16 1.43 p.01, η 2.08 3.23 1.77 2.03 1.08 3.46 1.46 2.90 1.61 2.73 1.22 2.49 1.12 2.75 1.18 2.66 1.18 F 4,1912 4.03 2.78 1.27 2.38 1.17 2.70 1.17 2.63 1.22 p.01, η 2.01 2.67 1.27 2.38 1.28 2.82 1.19 2.62 1.26 1.90 1.26 1.71 1.02 2.14 1.18 1.90 1.18 F 4,1912 21.29 1.87 1.28 1.86 1.17 2.19 1.23 1.96 1.24 p.01, η 2.04 2.15 1.41 2.87 1.47 2.38 1.24 2.45 1.42 Bonferroni p.05 ( 点 ) 6 5 4 3 2 1 励まし共感離れる感謝 ( 点 ) 6 5 4 3 2 1 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 3 3 3 2 2 2 1 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 2.51.69 β.42.60 β.27.43 β
286 25 3 Table 5 n 384 n 311 n 264 N 959 4.34 1.45 4.20 1.21 3.92 1.28 4.18 1.34 4.45 1.37 4.19 1.25 3.97 1.25 4.23 1.32 3.61 1.65 2.70 1.26 3.68 1.25 3.33 1.49 4.62 1.34 4.66 1.03 4.27 1.25 4.54 1.23 4.59 1.28 4.66 1.03 4.35 1.21 4.55 1.19 3.84 1.66 2.94 1.30 4.02 1.27 3.60 1.52 4.48 1.32 4.43 1.04 4.09 1.25 4.36 1.21 4.52 1.26 4.43 1.07 4.16 1.17 4.39 1.18 3.73 1.59 2.82 1.21 3.85 1.19 3.47 1.44 4.07 1.48 4.10 1.33 3.55 1.30 3.93 1.41 4.07 1.47 3.88 1.29 3.66 1.36 3.89 1.39 3.33 1.65 2.30 1.15 3.38 1.27 3.01 1.48 2 2 4 Table 6 β R 2.53.05.40.51.22.44.46.14.47 n 384.27.08.12.29.26.11.41.35.04 R 2.59.03.25.56.04.27.65.07.25.45.19.37.53.03.34.55.17.33 n 311.35.28.13.30.11.17.22.06.05 R 2.54.04.23.58.01.22.51.04.13.60.13.47.42.00.49.51.03.43 n 264.28.25.01.43.14.00.31.16.03 R 2.69.03.22.65.02.24.58.03.20.53.11.41.50.12.42.50.02.43 N 959.30.18.10.33.20.11.36.22.06 R 2.61.02.24.60.02.25..65.06.23 VIF 5 VIF 1.15 2.40 p.05 p.01 R 2.01 07 R 2.13.25 β.33.49
287 Figure 1 Samter et al. 1987 1 Samter et al. 1987 4 4.21 4.16 2 1.90 1.96 2.90 Figure 2 2 2.03 2.87 1999 1998 1999 1999 Table 6 2014
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290 25 3 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, 279 290. 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 2014.1.21 2014.5.13