Departmental Bulletin Paper 学校予防教育プログラム TOP SELF「向社会性の育成」 : 小学校5年生での実施と効果の検討
ガッコウ ヨボウ キョウイク プログラム TOP SELF コウ シャカイセイ ノ イクセイ : ショウガッコウ 5ネンセイ デ ノ ジッシ ト コウカ ノ ケントウ
A Prevention Education Program(TOP SELF)for the Development of Prosociality : An Examination of Implementation and Effectiveness of the Program for 5th−Grade Children at an Elementary School

村上, 祐介  ,  賀屋, 育子  ,  山崎, 勝之

31pp.121 - 135 , 2016-03-11 , 鳴門教育大学 , Naruto University of Education
This study examined the effects of a prevention education program, named “TOP SELF”(Trial Of Prevention School Education for Life and Friendship), on cultivating the prosociality of school−aged children. Participants were forty−three of 5th grade children from two classes in an elementary school. They attended the program consisting of eight classes(45 minutes per class)for four weeks and completed self−report questionnaires one month and one week before(Time 1 and 2)and after(Time 3)the intervention. The questionnaires assessed three aspects of prosociality for each child and classmates, Questionnaire−Utilities(Q−U)and Implicit Positive and Negative Affect Test for Children(IPANAT−C). Although two−way analyses of variance(time and sex)yielded significant improvement in the total and sub scores(“cognition and judgment required to prosocial behavior(PB)”, “emotional arousal leading to PB via recognizing external situation,” “PB”)of the prosocilaity scales regarding both themselves and classmates, a three−way ANOVA(time, sex, and condition)indicated these intervention effects were limited impact. It also revealed friendship score, a subscale of Q−U, increased after the intervention for education class. Further, hierarchical multiple regression model showed significant interactions(between condition and change scores of the prosociality scale of classmates)on change scores of friendship scale. A simple effects analysis revealed that improvement of classmates’ prosociality score predicted improvement of friendship score. The results suggest that TOP SELF could have positive effects on promoting prosociality and friendship(Q−U). Necessities for using more scientific assessment design and examining the further effectiveness of the program are discussed for the future study.

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