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Journal Article


Shimamoto K, Yamamoto K. Japan journal for health, physical education, recreation, and dance in universities 2018; 15: 63-71.

Vernacular Title



(Copyright © 2018)






The aim of this study was to reveal indirect effects of self-awareness related to psychosocial growth induced by self-disclosure in university physical education classes on life skills (hereinafter, LS). This study consisted of the preliminary survey (open-ended survey) and the main survey. Both of them targeted the same first year students who enrolled in the national university, department of education, located in Kansai district in Japan, April 2015. The former survey (n=140, ratio of valid responses 81.4%) was conducted at the middle stage of the first semester 2015. 374 descriptions about self-awareness induced by self-disclosure through sport activities and communications with numerous others in physical education classes were obtained. After that, 19 descriptions were selected as the items of the questionnaire to assess the students' self-awareness in relation to psychosocial growth. The latter survey (n=155, male 57, female 98, average age 18.37 ± 0.56, range of age 18-21, ratio of valid responses 90.1%) was conducted at the final stage of the first semester 2015. The participants completed the questionnaire consisted of the following contents: 1) a number of items selected in the preliminary survey to assess self-awareness related to psychosocial growth, 2) the scale of self-disclosure in university physical education classes, and 3) the scale of LS. The result of exploratory factor analyses using the data of self-awareness, the main factor in this research named "self-awareness related to psychosocial growth" was extracted. The result of Structural Equation Modeling showed that; 1) the positive effect of self-disclosure in physical education classes on self-awareness was indicated, 2) indirect positive and negative effects of self-awareness induced by self-disclosure were revealed on self-esteem negatively, on the interpersonal LS (empathy and interpersonal manner) positively, and 3) the direct positive effects from self-disclosure to LS (self-esteem, intimacy, leadership, and empathy) which were reported in the previous study were confirmed. Finally, a few practicing strategies of university physical education classes which could facilitate effectively students' self-disclosure were discussed.


本研究の目的は,大学体育授業における自己開示のライフスキル(Life skills:以下,LS)獲得への影響における,心理社会的な成長につながる気づきの媒介効果を明らかにすることであった.研究は予備調査と本調査からなり,両調査とも2015年4月に関西地区の国立大学(教育学部)に入学した新入生を対象に実施された.2015年の前学期中盤に実施された予備調査(n=140,有効回答率81.4%)では,体育授業におけるスポーツ活動,ならびに多様な他者とのコミュニケーションの中での自己開示を通じて学生たちが得てきている気づきに関する374の記述が収集された.そこから,心理社会的な成長につながる気づきを評価する項目として採用する19の記述が選出された.同年前学期終盤に実施された本調査(n=155,男性57名・女性98名,平均年齢18.37±0.56歳,年齢幅18〜21,有効回答率90.1%)では,対象者に対して,①予備調査で選出された心理社会的な成長につながる気づきを評価する項目群,②体育授業における自己開示の経験を評価する尺度,③大学生のLSを評価する尺度,がそれぞれ実施された.まず,①の項目群に探索的因子分析を実施した結果,本研究における主要な因子となる,「心理社会的な成長につながる気づき」と命名された1因子が抽出された.次に,体育授業における自己開示のLS獲得への影響における同因子の媒介効果を構造方程式モデリングにより検証した結果,気づきは自己開示による自尊心への負の影響,および対人的なLS(感受性,対人マナー)への正の影響をそれぞれ媒介していることが示された.加えて,先行研究で示されている,自己開示のLS(自尊心,親和性,リーダーシップ,感受性)獲得への直接的な正の影響も追認された.最後に考察では,自己開示の経験促進に焦点を当てた体育授業の実践案が述べられた.

Language: ja


communication; open-ended survey; repeatability; team sports; コミュニケーション; チームスポーツ; 再現性; 自由記述調査


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