@article{oai:naruto.repo.nii.ac.jp:00027873,
 author = {村上, 祐介 and 山崎, 勝之 and MURAKAMI, Yusuke and YAMASAKI, Katsuyuki},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {A prevention education program which is based on scientific data and theories, named “TOP SELF”（Trial Of Prevention School Education for Life and Friendship），has been developed and implemented in schools. The purpose of this study was to examine the effects of this program on cultivating the self−confidence of school−aged children. Participants were ninety−seven of 6th−grade children from three classes in an elementary school. They attended the program consisting of seven classes（45 minutes per class）for four weeks and completed self−report questionnaires before and after the intervention. The questionnaires assessed four aspects of self−confidence for each child, his or her group members and classmates. Two−way analyses of variance（time and sex）showed significant improvement in the total and sub scores（approval for the values of oneself and others, behaviors that follow one’s psychological needs, and positive evaluation of behaviors based on one’s psychological needs）of the self−confidence scales regarding themselves. It also revealed that the total and sub scores（approval for the values of oneself and others, recognition of one’s psychological needs, behaviors that follow one’s psychological needs, and positive evaluation of behaviors based on one’s psychological needs）of the self−confidence scales regarding the classmates increased after the intervention. Moreover, a number of significant interactions（between sex and groups that were established based on the self−confidence scores before the implementation）were found. Post−hoc analyses of the simple main effects clarified two findings : Boys with low self−confidence before the implementation showed higher improvement in the total and sub scores（recognition of one’s psychological needs and positive evaluation of behaviors based on one’s psychological needs）of the self−confidence scales regarding themselves than high self−confidence boys and low self−confidence girls, and they were higher in the remaining sub score （positive evaluation of behaviors based on one’s psychological needs）of the self−confidence scale regarding the classmates than only high self−confidence boys. Taken together, the results suggest that TOP SELF could have positive effects on promoting self−confidence. Necessities for utilizing more scientific assessment design and questionnaires are discussed, along with a few other future directions.},
 pages = {169--183},
 title = {学校予防教育プログラムTOP SELF「自己信頼心（自信）の育成」 : 小学校6年生での実施と効果の検討},
 volume = {29},
 year = {2014},
 yomi = {ムラカミ, ユウスケ and ヤマサキ, カツユキ}
}