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This study examines the relationship between childhood meal scenes at home that are remembered by university students and their current personality. The meal scenes are analyzed in terms of companions, conversation content, conversation frequency, atmosphere, and consideration of meals. The scale of the conversation content in childhood meal scenes was prepared on the basis of the results of a preliminary survey. The result showed that a relationship was found between personality traits and conversation content such as “discussions about daily event”, conversation frequency, atmosphere, and consideration of meals. As a result of the classification of meal scenes into five types, differences were seen in “Extraversion,” “Openness to experience,” “Agreeableness,” and “Conscientiousness.” These results showed that meal scenes are important not only for the physical but also for psychological aspects of one’s personality.

Backgrounds ; Patients who receive orthognathic surgery tend to be involved in unstable psychological situations because of their expected and/or ongoing anxiety for disturbed activity of daily life (e. g. respiration, mastication, and speech), resulting in the anxiety and depression state. It is possible that the psychological situations also affect the incidence of postoperative pain and other problems. Therefore, this study aimed at clinical evaluation of the changes in psychological situation and the factors which contribute to the incidence of physical complaints during the perioperative period in the patients who underwent orthognathic urgery. Methods ; Subjects were 104 healthy male and female patients (male 31, female 73 ; average age 19.8±4.2years old) who expected to receive orthognathic surgery of maxilla and mandible. Psychological status were evaluated by hospital anxiety and epression scale (HADs), State and trait inventory (STAI) and Somatosensory amplification scale (SSAS) at the date before and 10 days after the surgery. Egogram check list (ECL) was also investigated in these patients at the date before surgery and physical omplaints were asked by the questionnaire. Past-history of analgesics and other medicines use in each patient was investigated ccording to the patients' records. Results ; Significant decreases of the score are observed in HADs' anxiety score, STAI's state and trait score, and significant increases of the score are observed in SSAS (Wilcoxon signed rank sum test, p0.05). Moreover, these patients with higher anxiety score tend to have more physical complaints for a long time and to use many medicines after the surgery. Conclusions ; Patients who have higher anxiety score before orthognathic surgery tend to have higher anxiety score and show postoperatively higher incidence of physical complaints and have more chances for claims for medicines. These suggest that preoperative examination of anxiety scale is a critical key for psychological and physical management of patients postoperatively., 口腔外科手術患者の周術期心理状態と身体愁訴の関連性を明らかにすることを目的として、口腔外科手術患者のうち、特に全身麻酔下上下顎外科的顎矯正手術施行患者104例(男性31例、女性73例、平均年齢19.8±4.2歳)を対象として、(1)周術期の心理的因子を評価し、術前の心理的因子が術後の身体愁訴に及ぼす影響について検討を行った。また、各検討結果を元にして、(2)術前の心理的因子によって手術患者の術後身体愁訴の発生を予測することが可能かどうか、さらに(3)術後身体愁訴の発生が予測される手術患者への有効な主治医の対応法についてもあわせて検討を行った。調査方法として、心理テストは、Hospital Anxiety and Depression Scale(HADs), State and Trait Anxiety Inventory(STAI), Somatosensory amplification scale(SSAS)を用い、性格特性の検査にはEgogram check list(ECL)を用いた。また術後の身体愁訴の評価には、当科作成のアンケート調査と術後の薬剤使用状況を用いた。その結果、周術期の心理テストでは、手術患者は術前に比較的高い不安を有しており、術前後の比較では術前に対して術後は有意に不安得点が低下した。また抑うつの状態は術前後で有意な得点変化は認めず、身体感覚増幅尺度は術前に対して術後有意に増加した。術前の心理状態と術後の身体愁訴の関連性の検討では、術前に高い不安を有する患者は、術後の身体愁訴の発生も有意に高く、そのうち状態不安得点が術後の身体愁訴発生の指標となり得ることが明らかになった。また患者が術前に自覚する「不安が強い」という感情の強さも術後の身体愁訴の発生の指標となりえることが示唆された。術前の不安が強い患者では、術前の主治医による説明に対して理解度が低いことから、術前の患者の不安の十分な把握や術前の十分な説明など、積極的な術前からの不安軽減対策が良好な周術期管理上の一助となり得ることが示唆された。

本研究の目的は，第一に日本人EFL学習者（高校生）が用いているメタ認知方略と関連諸要因は英語力別により差があるのかどうかを明らかにすることであり，第二に英語力別にみるとメタ認知方略の使用を喚起するのはどの要因であるのかを明らかにすることである。1999年4月に新潟県の公立高校3年生151名を対象に，約15分で集団調査を実施した。その集計結果を基に既にメタ認知方略2因子，学習スタイル2因子，性格特性5因子，動機づけ4因子を抽出した（北條，2000）。ここではさらに回帰分析，分散分析を行い，メタ認知方略と関連諸要因との関連や，英語力別による違いを検討した。その結果，英語力上位群は主に動機づけによりメタ認知方略の使用を喚起されるのに対して，英語力下位群は性格特性によりメタ認知方略使用が喚起されていることが明らかになった。, Little research has been done on the relationship between the meta-cognitive strategies and other factors considering different levels of learners; students with higher English ability and those with poorer ability. The main purpose of this study is to investigate whether any difference can be seen between better learners and poorer learners in the use of meta-cognitive strategies and other factors related to the strategies of Japanese EFL high school students. The second purpose of this study is to compare how each meta-cognitive strategy was evoked by the factor related, such as learning style, personality and motivation. First, data on the factors mentioned above were gathered from one hundred and fifty-one third year high school students in April of 1999 using a questionnaire consisting of forty items total. Secondly, the data were analyzed by factor analysis,extracting 2 factors for meta-cognitive strategies, while 2, 5 and 4 factors were extracted for learning style, personality and motivation respectively. Thirdly, analysis of variance was administered to all the factors extracted above, showing that only one meta-cognitive strategy was used more frequently by better learners, while 3 factors of motivation showed significant difference and tendencies between the two groups. Finally, regression analysis proved that the use of each meta-cognitive strategy was evoked by different factors of learning style, personality and motivation. The use of each meta-cognitive strategy by better learners was mostly related to motivation factors, while the use of the strategies by poorer learners was mostly related to learning styles and personality factors.

本研究の目的は，日本人EFL学習者（高校生）が用いているメタ認知方略を下位分類し，その上でその下位分類と関連諸要因がどのように関係しているのかを明らかにすることである。調査は新潟県内の公立高校3年生151名を対象に1999年4月に実施した。データは因子分析，回帰分析により分析した。まず因子分析の結果，メタ認知方略2因子が抽出された。学習スタイル，性格特性，動機づけについてはそれぞれ2因子，5因子，4因子がすでに抽出されている（北條，2000）。以上の因子を用いて回帰分析を行った結果，メタ認知方略の使用を促すのは，関連諸要因のうち特に動機づけであることが明らかになった。, In Japan, little empirical research has been done on metacognitive strategies used by Japanese EFL learners. Metacognitive strategies are one category of learning strategies. The main purpose of this study is to subcategorize metacognitive learning strategies used by Japanese EFL high school students. The second purpose of the study is to investigate how each subcategory is related with other factors, such as learning style, personality, motivation, and gender. Firstly, data on the factors mentioned above were gathered from one hundred and fifty-one high school students in April of 1999, using a questionnaire consisting of forty items as a total. Secondly, factor analysis extracted 2 factors for metacognitive strategies, while other factors for learning style, personality, and motivation were already extracted in a preceding study by the author (Hojo, 2000). Thirdly, regression analysis was administered, using all the factors mentioned above as well as gender. The results revealed that each subcategory of metacognitive strategies was evoked by motivation factors in particular.

本研究の目的は，日本人EFL学習者（高校生）が用いている語彙学習方略を下位分類し，その上でその下位分類と関連諸要因がどのように関係しているのかを明らかにすることである。調査は新潟県内の公立高校3年生 151名を対象に1999年4月に実施した。データは因子分析，回帰分析により分析した。まず因子分析の結果，語彙学習方略5因子，学習スタイル2因子，性格特性5因子，動機づけ4因子を抽出した。次に回帰分析の結果，語彙学習方略の使用を促すのは，関連諸要因の内容は，語彙学習方略5因子それぞれで異なるが，動機づけと性格特性の諸因子であることが明らかになった。, It has been reported that vocabulary learning and vocabulary learning strategies will be potential areas of study in EFL learning environment. In Japan, however, little empirical research has been done especially on vocabulary learning strategies. The main purpose of this study is to subcategorize vocabulary learning strategies used by Japanese EFL high school students. The second purpose of the study is to investigate how each subcategory is related with other factors, such as learning style, personality, motivation, and gender. Firstly, data on the factors mentioned above were gathered from one hundred and fifty-one high school students in April of 1999, using a questionnaire consisting of fifty-nine items as a total. Secondly, the data were analyzed by factor analysis, extracting 4, 2, 5 and 4 factors for vocabulary learning strategies, learning style, personality, and motivation, respectively. Thirdly, regression analysis was administered, using all the factors extracted above and gender. The results revealed that use of each subcategory of vocabulary strategies was evoked by different combination of the factors of personality and motivation.

本研究の目的は，日本人EFL学習者が外国語（英語）を学習するときに用いている学習方略とその関連諸要因の関係を明らかにすることである。そのため，1996年7月に高校3年生328名を対象に，Ellisにより提唱されている，学習方略とその関連諸要因のモデルを参考に，学習方略と学習方略に関連する諸要因の関係を検討した。ここでいう関連諸要因とは，英語学習の知覚的学習スタイル好性，性格特性（低外向性，冒険心，自尊心，権威主義，動機づけ），英語の到達度である。その結果，学習方略と以上の諸要因は複雑に影響し合っていることが明らかになった。, The purpose of this study is to investigate how learning strategies used by Japanese EFL highschool students are interrelated with other variables, partially based on the second language acquisition model proposed by Ellis. The variables, such as their learning styles, particularly, perceptual ones, personality and motivation were examined. Firstly, data on the factors mentioned above were gathered from three hundred twenty-eight highschool students in July of 1996, using a questionnaire consisting of forty-one items total. Secondly, the data were analyzed by factor analysis, extracting 3 factors for learning strategies, 3 for perceptual learning style pref-erence, 4 for personality, and 4 for motivation. Lastly, regression analysis was performed with these factors, also including the subjects' English test scores of reading and writing as an index of achievement of English. The results revealed that learning strategies were interrelated among these factors in a complicated way.

日本人EFL学習者が外国語（英語）を学習するときに用いている学習方略を調査するための調査項目として，著者は先行研究において最終的に17項目を選定した。1996年7月に高校3年生328名を対象に，学習方略と学習方略に関連する諸要因（英語学習の知覚的学習スタイル好性，性格特性（外向性，冒険心，自尊心，権威主義），動機づけについての計41項目から成るアンケート調査を実施した。その結果，学習方略3要因，知覚的学習スタイル好性3要因，性格特性4要因，動機づけ4要因が抽出された。, In the field of the second language acquisition, there have been several studies on learning strategies found in Japan. The findings of foreign studies report a close relationship with other factors, such as learning style, motivation, personality and so on. Though not much research in Japan has been done on this relationship, the author has tried to prepare or validate appropriate questionnaire items for these factors as well as for learning strategies. The purpose of this study is to investigate learning strategies, learning styles, particularly, perceptual ones, personality and motivation of Japanese EFL highschool students with the questionnaire items prepared by the author. Firstly, data on the factors mentioned above were gathered from three hundred twenty-eight highschool students in July of 1996, using a questionnaire consisting of forty-one items total. Then, the data were analyzed by factor analysis, extracting 3 factors for learning strategies, 3 for perceptual learning style preference, 4 for personality, and 4 for motivation.

学習方略は，他の要因と複雑に関連し合っているといわれている。そのうち本研究では，知覚的学習スタイル好性，動機づけ，性格特性について，将来的に日本人EFL学習者の学習方略とのかかわりを調査するため，この3種類の要因を測定する調査項目を選択することを目的としている。性格特性については，先行研究の結果を参考としたが，知覚的学習スタイル好性と動機づけについては1996年5月に本学1年生52名，50名をそれぞれ対象者として調査を実施し，因子分析により結果を分析した。その結果，知覚的学習スタイル好性について3因子6項目，動機づけについて4因子8項目を抽出した。性格特性については，4因子10項目を採用した。, In the field the second language acquisition, learning strategies have been reported to be closely related with other factors, such as learning style, motivation, personality and so on. However, little research has been done on the relationship between learning strategies used by Japanese EFL students and these factors. In order to investigate the relationship, the development of questionnaire items for these factors was crucial. The purpose of this study was to develop or prepare questionnaire items which were suitable for investigating learning styles, particularly, perceptual ones, and motivation of Japanese EFL students. Firstly, data on perceptual learning style were gathered from fifty-two university freshmen in May of 1996, using a trial questionnaire consisting of twelve items. The data were analyzed by factor analysis, extracting three factors, each of which was comprised of two items respectively. Secondly, data on motivation were collected from fifty university freshmen in May of 1996, using another trial questionnaire, consisting of ten items. The factor analysis was administered to the data. The result of the analysis found four factors, each of which included two items respectively. Lastly, concerning personality items, they were chosen based on the results of previous study, in which the items suitable for Japanese EFL students at the level on junior highschool through junior college were selected through pilot studies. Four factors (ten items) were chosen as personality factors.

大学生を対象として,オールポート・ヴァーノン価値テストで得た6種の価値観と,親の養育態度・個人の性格特性・行動統制型および,フラストレーション事態における行動特性の各々との関連を検討した。これにより次の結果を得た。1.価値観の形成に対して親の養育態度は,男子においてより女子において,より強い影響を与えた。2.父親の望ましくない養育態度は,女子の“理論"および“経済"の価値観を高めた。また父親あるいは母親の望ましくない養育態度は,女子の“社会"価値観を低める傾向があった。3.情緒次元に属する性格特性より,思考・適応次元に属する性格特性に方が,より強く価値観と関係していた。4.内的・外的統制型と価値観との対応関係は明確には示されなかった。5.フラストレーション事態における行動特性と価値観の関連では,“理論型"はストレス解消のため合理的解決方法をとるが,“審美型"では合理的な解決方法をとることは少なかった。また“社会型"は攻撃を他人に向けることは少なく,無罰の傾向が強かった。, This study examined the relationships between 6 values by Allport-Vernon values Inventory and rearing attitudes of parents,personality,behavior and coping behavior in frustration situations.The main results were summarized as follows:(1)Rearing attitudes of parents had greater influence on values in females than males.(2)Females attached importance to theoretical values under undesiable rearing of father and they attached no importance to social values under undesirable rearing of father or mother.(3)Values were more closely related to personality traits for adaptability than personality traits for emotionality.(4)The correlation was not clearly obserbed between values and internal, external locus of control.(5)Subjects of the theoretical value group manifested higher the rate of 'need-persistense' reaction than subjects of the aesthetic value group did.In the social value group,subjects tended to respond imaggressively and to have weak extraggressive behavior.