Relations Between Emotional Expression and Subjective Adjustment to the Classroom
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- TONEGAWA AKIKO
- UNIVERSITY OF TOKYO JAPAN SOCIETY FOR THE PROMOTION OF SCIENCE
Bibliographic Information
- Other Title
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- 教室における児童の感情表出と学級適応感の関連
- キョウシツ ニ オケル ジドウ ノ カンジョウ ヒョウシュツ ト ガッキュウ テキオウカン ノ カンレン
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Abstract
The present study investigated relations between children’s emotional expression in their classroom and their subjective adjustment to the classroom. Self-report data were obtained from 70 fourth, fifth, and sixth grade classes (N=1,972 children), and reports were obtained from their teachers (N=70). The results of a multilevel analysis suggested that the children’s positive emotional expression was positively correlated with their subjective adjustment to their classroom, whereas their negative emotional expression was negatively correlated with their subjective adjustment to their classroom. Furthermore, an interaction was found between the children’s positive and negative emotional expression and some aspects of adjustment, specifically, their sense of comfort and sense of fulfillment. The results also suggested that children in classrooms with higher positive emotional expression reported higher subjective adjustment, whereas children in classrooms with higher negative emotional expression reported lower subjective adjustment.
Journal
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- The Japanese Journal of Educational Psychology
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The Japanese Journal of Educational Psychology 64 (4), 569-582, 2016
The Japanese Association of Educational Psychology
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Keywords
Details 詳細情報について
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- CRID
- 1390001204783835520
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- NII Article ID
- 130005310221
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- NII Book ID
- AN00345837
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- ISSN
- 21863075
- 00215015
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- NDL BIB ID
- 027804707
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed