NAKAMA Reiko

FacultyCulture,Education and Communication
PositionProfessor
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Last Updated :2019/09/04

Researcher Profile and Settings

Education

  •  - 2001 , Kyoto University, Graduate School, Division of Education

Research Activities

Research Areas

  • Psychology, Educational psychology

Research Interests

    Self, Adolescents, Higher education

Misc

  • Influences of Self-Formation Activities on Adolescents' Identity Formation through Time Perspective, 溝上 慎一, 中間 玲子, 畑野 快, 発達心理学研究 = The Japanese journal of developmental psychology, 27, (2) 148 - 157,   2016 06
  • The difference on features of the ideal self : Comparison of age groups under and over 30, 中間 玲子, 兵庫教育大学研究紀要, 46,   2015 02
  • The Importance of Examining of Various Aspects of Consciousness toward Self-changing : Comments on CHISHIMA's Article, 中間 玲子, 青年心理学研究 = The Japanese journal of adlescent psychology, 26, (2) 164 - 168,   2015
  • Students' use of space during the introduction period of learning commons : An exploratory study by using a fixed-point observation, 野中 陽一朗, 横山 香, 中間 玲子, 宮元 博章, 丸毛 幸太郎, 山中 一英, 古川 雅文, 兵庫教育大学研究紀要 : 学校教育・幼年教育・教育臨床・障害児教育・言語系教育・社会系教育・自然系教育・芸術系教育・生活・健康系教育・総合学習系教育, 44,   2014 02
  • The significance of friendship to self development during adolescence, 中間 玲子, 兵庫教育大学研究紀要, 44,   2014 02
  • Students' use of space during the introduction period of learning commons : An exploratory study by using a fixed-point observation, 野中 陽一朗, 横山 香, 中間 玲子, 兵庫教育大学研究紀要, 44,   2014 02
  • Researching identity development and statuses with the Dimensions of Identity Development Scale: the Japanese version, Nakama Reiko, Sugimura Kazumi, Hatano Kai, Mizokami Shinichi, Tsuzuki Manabu, The Japanese journal of psychology,   2014 , The Dimensions of Identity Development Scale (DIDS) provides a new method of researching identity development based on the dual-process model pertaining to lifespan development. This study developed and evaluated the Japanese version of this scale (DIDS-J). Two surveys of undergraduate and high school students showed that the DIDS-J had good reliability and validity and that it consisted of 25 items with five factors: commitment making, identity with commitment, exploration in breadth, exploration in depth, and ruminative exploration. Through cluster analysis of the DIDS-J, five identity statuses were found that were not clearly distinguished by previous scales: foreclosure, achievement, searching moratorium, diffused diffusion, and carefree diffusion. Research using the DIDS-J has two advantages: it enables us to examine the process of identity development among adolescents with a wider age range, and to compare results cross-culturally in future research. The trial investigations compared student scores with those from previous research in Western cultures, demonstrating that DIDS-J may lead to further explanations of identity development.
  • Examining the reliability and validity of a Japanese version of the 12-item Erikson Psychosocial Stage Inventory (the 5th stage), Hatano Kai, Sugimura Kazumi, Nakama Reiko, Mizokami Shinichi, Tsuzuki Manabu, The Japanese journal of psychology,   2014 , This study aimed to develop a 12-item version of the Erikson Psychosocial Stage Inventory (the 5th stage) (EPSI (5th)) and examine its reliability and validity. University students (N = 545) participated in this study. Confirmatory factor analyses revealed that a two-factor model provided a better fit than alternative one-factor models. An analysis of Cronbach's α coefficients and the test-retest method showed acceptable scale reliability. In accordance with our hypotheses, correlation analyses revealed that the EPSI (5th) subscale scores (i.e., synthesis and confusion) were significantly related to measures of self-esteem, life satisfaction with life, and identity confusion. Implications and suggestions for future research are discussed.
  • Researching identity development and statuses with the Dimensions of Identity Development Scale: the Japanese version, Nakama Reiko, Sugimura Kazumi, Hatano Kai, Mizokami Shinichi, Tsuzuki Manabu, The Japanese journal of psychology, 85, (6) 549 - 559,   2014 , The Dimensions of Identity Development Scale (DIDS) provides a new method of researching identity development based on the dual-process model pertaining to lifespan development. This study developed and evaluated the Japanese version of this scale (DIDS-J). Two surveys of undergraduate and high school students showed that the DIDS-J had good reliability and validity and that it consisted of 25 items with five factors: commitment making, identity with commitment, exploration in breadth, exploration in depth, and ruminative exploration. Through cluster analysis of the DIDS-J, five identity statuses were found that were not clearly distinguished by previous scales: foreclosure, achievement, searching moratorium, diffused diffusion, and carefree diffusion. Research using the DIDS-J has two advantages: it enables us to examine the process of identity development among adolescents with a wider age range, and to compare results cross-culturally in future research. The trial investigations compared student scores with those from previous research in Western cultures, demonstrating that DIDS-J may lead to further explanations of identity development.
  • Reevaluating the Relation Between Self-Esteem and Psychological Well-Being : The Concept of "Blessed Self-Feeling", 中間 玲子, 教育心理学研究, 61, (4) 374 - 386,   2013 12
  • The concept of "Yuru" as a tool for restructuring local communities. : Based on a case study of Kato City, 宮元 博章, 中間 玲子, 有吉 美咲, 石井 聡, 岡本 恵太, 桑平 英治, 戸田 早苗, 兵庫教育大学研究紀要, 43,   2013 09
  • Reevaluating the Relation Between Self-Esteem and Psychological Well-Being ::The Concept of "Blessed Self-Feeling", NAKAMA REIKO, The Japanese Journal of Educational Psychology, 61, (4) 374 - 386,   2013 ,   The purpose of the present research was to reevaluate the relation between self-esteem and psychological well-being by contrasting it to the concept of "blessed self-feeling".  This concept focuses on self-feelings that are influenced by thoughts of blessings.  In Study 1, a questionnaire completed by 306 university students showed that both self-esteem and blessed self-feelings were significantly positively related to subjective well-being and internal control.  Study 2 was conducted via the Internet; questionnaires were completed by 173 individuals who identified themselves as university students.  The results of Study 2 were similar to those from Study 1.  In addition, blessed self-feelings are considered to be appropriate for people who are at a cultural disadvantage with respect to self-esteem.  Scores on blessed self-feeling were higher in the females than in the males, and were positively related to interdependency, whereas the males' self-esteem scores were higher than the females' scores, and were negatively related to interdependency.  In addition, a strong sense of agency, including confrontations with others, was related only to self-esteem.
  • A study of instability of self-esteem from the view of daily events and the self, 中間 玲子, 小塩 真司, Annual report of Fukushima University, 3, (3) 1 - 10,   2007
  • The Study on Diversity of Inferiority Feelings on Physical Domain of Adolescents and How We Understand It(Comments), NAKAMA Reiko, The Japanese Journal of Adolescent Psychology, (21) 104 - 110,   2009 12 25
  • The effect of differences in learning types (in-class and out of-class learning) on acquirement of knowledge and skills, 溝上 慎一, 中間 玲子, 山田 剛史, Journal of the Liberal and General Education Society of Japan, 31, (1) 112 - 119,   2009 05
  • A study of educational effects of career education: investigations of learning evaluation and self-changes, 中間 玲子, Kyoto University researches in higher education, 14,   2008 12 01 , The purpose of this study was to examine the educational effects of career education. The points of investigation were learning evaluation and attitude changes toward career and one's self. The group of students studied comprised 284 firstyear students. In the first class, they set their own study tasks to accomplish during the class based on the class's aims. Meanwhile, they also answered questions about their attitudes toward career and self. For each class, students evaluated their attitude and learning in the class. In the final class, they evaluated the overall learning process and answered questions on their attitudes toward career and self. The results showed a number of things. First, evaluations of their learning process were generally positive. Most students reported that they attended almost all classes, listened to lectures attentively, and active worked on exercises. Second, their attitude toward their career also positively changed. Some students worried about the vagueness of their career possibilities, but such anxiety did not harm their positive attitudes toward career development. Moreover, their sense of self changed positively. Especially, they developed some aspects that we explain as important aspects to be developed in the class. This result highlights the importance of becoming conscious of important points as tasks.
  • A study on types of self-exploration patterns and their features: from two axes regarding feelings of self-incoherence and intentions to self-development, 中間 玲子, Annual research report of Fukushima University, 4,   2008

Research Grants & Projects

  • A study for self-formative process: focusing on the self-consciousness
  • A review of the theory and mecanisms of the ideal self.
  • Stability of self-esteem
  • What's the today's adolescence like?: In regarding with the background of historical social changes.
  • Aiming to the fuitful learning in university.


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