<p>個人間の罪悪感研究では，関係の維持が必要となる被害者に対しては，関係を修復するために罪悪感が生じやすいことが示されている。本研究では集団間においても同様に，集団間の相互関係が予期される外集団に対して，集団間の関係修復のために集合的罪悪感が生じやすいか否かを検討した。また，これまでの集合的罪悪感研究で一貫した結果が得られていない集団同一視の影響に対して，集団間の相互作用が調整効果を持つかどうかを検討した。60名の大学生を対象に小集団による得点の分配ゲームを行い，参加者は内集団との同一視（高vs.低）×外集団成員との相互作用の予期（ありvs.なし）の4条件のいずれかに割り当てられた。ゲーム内での内集団成員の外集団に対する不公正な分配により，すべての参加者に対して，集合的罪悪感を喚起させた。集団同一視の操作は，ゲーム内での分配における内集団成員の公正さの程度により行い，集団間の相互作用は，外集団への不公正な分配が行われたのちに外集団成員と共にゲームをするか否かを予期させることにより操作した。実験の結果，集団間の相互作用が予期される場合には，集団と同一視する集団成員において強い集合的罪悪感が生起し，相互作用が予期されない場合には，罪悪感が生起しない傾向が明らかにされた。</p>

The purpose of this study is to analyze images of the term, "equality" in assertiveness. A survey was conducted to assertiveness trainers, and the results were compared with those of university students, who had little knowledge about assertiveness. Also comparisons were made among different levels of trainers in order to examine the changes in the images of "equality" while learning and lecturing assertiveness. The results shows that trainers had images of more familiar, warmer, brighter and more positive toward the term, "equality" than did students. Also the associated words with "equality" given by trainers were quite different from those given by students in several points. Second, compared to the students, trainers seemed to perceive that achieving equal relationships would not be easy but possible in every-day life, and this image was more salient in more advanced trainers, who had been more involved in assertiveness. Finally, nevertheless, the most advanced trainers seemed to have rather complex images about "equality". The implications of these results were discussed.専攻: 社会心理学

(Abstract) The purpose of this study is to identify the elements of "equality" in assertiveness. Interviews were conducted to assertiveness trainers in order to collect their narratives on "equality". They were asked in what case they consider that "equality" has been achieved in the communication, and how they facilitate training sessions so that participants can learn what "equality" means in assertiveness. The "equality" elements were extracted from the summaries of the trainers' narratives. The results show "self recognition", "will to equality", "framing of problems", "what is to tell" and "how to tell", as specific psychological and behavioral elements of "equality" in assertiveness. Most of them have been seldom referred in psychological studies on assertiveness, and are elements which are relevant in facing to oneself to analyze the problem, prior to facing to the target person to communicate with. The implications of this study for giving assertiveness training were discussed and future studies were suggested.専攻: 社会心理学

著者専攻(堀田): 社会心理学, 著者専攻(塩崎): 家族心理学, 塩﨑, 麻里子, 著者専攻(鈴木):文化人類学・政治生態学, 著者専攻(加治):熱・エネルギー工学[Abstract] Each of the second year students in our department participated in a workshop or attended a lecture on human rights. A survey was conducted to the students to measure the changes in their views and images of human rights before and after attending the lecture or workshop. The results revealed that, compared to the students who participated lectures, those who participated in workshops became to have more positive images about human rights, and they become to feel more involved in human rights. However, the effectiveness of the workshops varied depending on the themes, examples, and exercises contained. These results suggested what elements are required for effective human rights education.

[Abstract] This study examines measurements of the effectiveness of assertiveness training in articles that have been published after 2000. Using keywords such as "assertive" and "training", 52 articles were obtained through the search engines - CiNii, WEB of Knowledge, and PsycINFO^[○R]). Analysis of these articles revealed three issues. First, confusion between the two different types of effectiveness measured in the studies should be resolved. Second, in the case of self-evaluation scales and role-play evaluation, efforts should be made to distinguish between assertive communication and aggressive communication on the basis on the theoretical framework of assertiveness. Third, no attention has been paid to the discrepancy between self-evaluation and evaluations by others (including assertiveness trainers). Examinations of this discrepancy would yield valuable implications for assertiveness training in future.著者専攻: 社会心理学

本研究ではアサーティブネス・トレーニング（Assertiveness Training : AT）の効果研究における2つの混乱, (1)ATがアサーティブネス習得そのものに与える効果とアサーティブネスがもたらす波及的効果との混乱と, (2)アサーティブネスと攻撃的コミュニケーションとの混乱を取り上げた。AT実践の場で伝えられている諸概念の位置づけやスキル内容に依拠しつつ,これらを検討し, AT研究が取り組むべき課題を探ることを目的とした。第1に, アサーティブネスの定義が曖昧であるという指摘がある中, アサーティブネスとは「自己尊重」と「他者尊重」の両者を軸とするコミュニケーションとして明確に定義すべきであることを改めて提唱した。第2に, 「他者尊重」を欠く自己主張は攻撃的コミュニケーションであり, アサーティブなコミュニケーションとは排他的類型として明確に区別されるものであることを明らかにした。今後, 「自他尊重」を土台として, 攻撃型を含まない形でのアサーティブネスの測定が必要であり, その上でアサーティブネスが「関係構築」「課題遂行の促進」「社会変革」へ与える効果が検討されることが今後の課題であると提唱した。

著者専攻（堀田 美保）: 社会心理, 著者専攻（佐藤, 望）: 産業心理学・人間工学, 著者専攻（西村, 香奈絵）: 理論言語学, 著者専攻（加治増夫）: 熱・エネルギー工学, 著者専攻（ハタノ, リリアン テルミ）: 在日外国人研究・多文化共生論[Abstract] Second year students in our department participated in a workshop on human rights. Upon completion of the workshop, a survey was conducted to measure attitude changes in participants' views and images of human rights. The results revealed that, on attending the workshop, students showed an improvement in their understanding of human rights. They learned that the term "human rights" is not just an abstract concept related to philosophical principles such as virtue and justice, and became aware that human rights affect and permeate their daily lives. Finally, students recognized the need to give more importance to the practice of human rights. Based on these results, possible directions for human rights education were discussed.

This study was conducted to examine the relationships among (1) generation-gaps young people perceive between themselves and their parents' generation, (2) images of their parents' generation, and (3) story-telling by their parents about the past. A survey was conducted on 284 university students. The results showed that respondents experienced story-telling more from their mothers than from their fathers, and more about events in the respondents' childhood than about earlier events. Moreover, those who experienced story-telling from their mothers more frequently rated their parent's generation as having more vitality. A similar tendency was identified regarding the fathers' story-telling among female respondents. On hearing stories, respondents who felt pity tended to have images of toughness and those who felt envy and interest tended to have vitality images about their parents' generation. Finally, those who experienced story-telling from their mothers more frequently perceived smaller generation-gaps regarding some topics. In female respondents, more frequent story-telling from their fathers was related to smaller generationgaps. Possibilities for future research on story

This study examined how people perceive the distributions of opinions about sex roles, in particular, how they saw generational differences in the opinions. Undergraduates and their parents were asked to estimate the opinion distributions in young generation as well as in their parents' generation. They were also asked to indicate their own opinions and the degree of their involvement with the issue. Main results were as follows: First, generation gaps were perceived; the respondents estimated that there would be stronger support for relatively liberal opinions in young generation than in their parents' generation, while the generation gaps were perceived in the reverse direction regarding relatively traditional opinions. Second, although this tendency was found for both sexes, it was more pronounced for female respondents. Third, fathers with higher personal involvement with the issue estimated stronger support for liberal opinions, while mothers with higher personal involvement estimated weaker support. This tendency in mothers was more salient in those who themselves supported relatively liberal opinions.

Copyright (c) 1999 日本社会心理学会 , right: 本文データは学協会の許諾に基づきCiNiiから複製したものである, relation: isVersionOf: http://ci.nii.ac.jp/naid/110002785328/[Abstract] University students and parents were asked to estimate the distributions of social opinions about the advantage of young generation and parent generation, separately for youth and parent populations. The respondents were also asked to describe their own opinions on the issue. First, no generation-gap was found in the estimates. The respondents estimated that the parent generation is generally considered more disadvantaged than is the young generation. This tendency was more salient in the students' estimates. Second, there were differences between the students and the parents in their own opinions. The parents rated the two generations as equally advantaged. On the other hand, the larger number of the students considered that the parent generation is more disadvantaged than is their own generation. Finally, the different time perspectives were inferred from the descriptions about the generation advantages given by the students and those by the parents. This seemed related to the generation differences in their own opinions as well as in their estimates of the distributions of social opinions.

Copyright (c) 2008 日本教育心理学会, 本文データはCiNiiから複写したものであるThree hundred and thirty-eight late-adolescents (undergraduate students) were asked to estimate the distributions of men's and women's opinions about the sex roles -pursuing career and / or doing domestic works. They were also asked to indicate the degree of their satisfaction with being their own sex as well as their future preferences about pursuing career and doing domestic works (how they would want themselves and their partners to do). First, intergroup differences were found in the estimated opinion distributions ; the respondents estimated that the relatively traditional opinions must be supported more by men than by women, while the differences in their estimates showed the reverse direction regarding the relatively liberal opinions. Second, the false-consensus effect was likely to be identified in the female respondents whose future preferences were relatively liberal but in the male respondents whose future preferences were relatively traditional. Third, the female respondents, who had relatively liberal preferences and estimated that higher percentage of men must suppor

Copyright (c) 1996 日本社会心理学会 , right: 本文データは学協会の許諾に基づきCiNiiから複製したものである, relation: isVersionOf: http://ci.nii.ac.jp/naid/110002785290/[Abstract] Three-hundred and sixty four males and females were asked to estimate the distributions of men's and women's (ingroup and outgroup) opinions about the advantage of being men and women. They were also asked to indicate their own opinions about the advantage of the two sexes as well as their satisfaction with being their own sex. First, intergroup differences were found in the estimated opinion distributions; both male and female respondents estimated that, in their outgroup rather than in their ingroup, there must be more opinions that the respondents' own sex is advantaged, while the perceived intergroup differences showed the reverse directions regarding their opposite sex. Second, the outgroup homogeneity effect were identified in male respondents' estimates. Third, those who considered their own sex more advantaged and estimated higher percentage of the same opinion in their ingroup were more satisfied with being their own sex. Forth, the female respondents were sa

携帯を用いた課題提出システムを試験的に導入した際に行った．そのシステムの紹介ならびに，利用者に対して行われたシステムに関する調査の結果を報告した．

本研究の目的はアサーティブネス・トレーニング（ＡＴ）の効果測定に活用できる「対等性」尺度の開発であった．従来効果測定は，自尊感情やストレス等，個人内の心理要素に限られていたが，アサーティブネスが他者との「対等な関係性」の構築を目指す以上，その変化を測定対象とすべきである．これまでの心理学研究のレビューを通じて対等性概念を整理し，またトレーナーへの面接および質問紙調査に基づき，アサーティブネス学習による「対等性」理解の変化についての知見を得た．今後，本調査で得られた他の回答をさらに分析し，そこで得られた結果をAT効果測定のための尺度構成につなげ，発表する予定である．