Item type |
デフォルトアイテムタイプ(フル)(1) |
公開日 |
2009-08-19 |
タイトル |
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タイトル |
児童の自己呈示の発達に関する研究 |
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言語 |
ja |
タイトル |
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タイトル |
A STUDY ON THE DEVELOPMENT OF SELF-PRESENTATION IN CHILDREN |
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言語 |
en |
作成者 |
吉田, 寿夫
古城, 和敬
加来, 秀俊
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アクセス権 |
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アクセス権 |
open access |
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アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
権利情報 |
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言語 |
ja |
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権利情報 |
本文データは日本教育心理学会の許諾に基づきCiNiiから複製したものである |
内容記述 |
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内容記述 |
The purpose of the present study was to investigate the developmental process of self-presentation in children on the basis of its relation to the development of cognition of evaluation(which the target person of the self-presentation(TP)held toward the presenter)and to the development of social approval need. Ss were second, third, and fifth grade elementary school children. In order to investigate the above problem, the following four studies were conducted. In study I, we investigated the development of cognition concerning the way in which the TP evaluated the presenters with different kinds of self-presentation. In study II, from the standpoint of age and sex, the dominance of ability aspects and personality aspects in social approval need were investigated. In study III and IV, we investigated the developmental process of self-presentation on one's actual ability. In study III, TPs were classmates who most frequently made contact with the Ss, and in study IV, TPs were university students who did not know the Ss at all. According to the results from study I-IV, we inferred the following developmental process concerning self-presentation in children. 1)Because even second grade children recognized that a self-deprecating presenter's personality was evaluated more highly than a self-enhancing presenter's personality, they could present themselves deprecatingly(modestly). 2)With an increase in the number of TPs whom third grade children were conscious of, they would learn to present themselves deprecatingly, not only to known TPs, but also to newly met TPs as well. 3)Moreover in the case of fifth grade girls, codnition which influenced self-presentation differentiated depending on the TP. That is, in case the TP knew them well they based their self-presentation on the TP's cognition about them, and in case the TP did not know them at all they presented themselves enhancingly in a way they could conceal their negative points. |
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言語 |
en |
出版者 |
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言語 |
ja |
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出版者 |
日本教育心理学会 |
日付 |
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日付タイプ |
Issued |
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日付 |
1982-06-30 |
言語 |
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言語 |
jpn |
資源タイプ |
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資源タイプ |
journal article |
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資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
識別子 |
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識別子 |
http://hdl.handle.net/10559/13648 |
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識別子タイプ |
HDL |
関連情報 |
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識別子タイプ |
NCID |
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関連識別子 |
AN00345837 |
収録物識別子 |
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収録物識別子タイプ |
ISSN |
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収録物識別子 |
00215015 |
収録物名 |
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言語 |
ja |
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収録物名 |
教育心理学研究 |
巻 |
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巻 |
30 |
号 |
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号 |
2 |
開始ページ |
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開始ページ |
120 |
終了ページ |
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終了ページ |
127 |