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98．今井千鶴子・今井正司・嶋田洋徳（2007）．女子大学生における不安感受性が痛み経験に及ぼす影響 女性心身医学，12(2)，309-316．
99．金井嘉宏・笹川智子・陳峻文・嶋田洋徳・坂野雄二（2007）．社会不安障害傾向者と対人恐怖症傾向者における他者のあいまいな行動に対する解釈バイアス 行動療法研究, 33(2)，97-110．
100．今井千鶴子・今井正司・嶋田洋徳（2007）．青年期における痛み経験の実態調査：性差の観点から 女性心身医学，12(3), 474-480．
101．今井正司・今井千鶴子・嶋田洋徳（2008）．ある広汎性発達障害児の行動アセスメントにおけるシステム構造分析の試み 行動療法研究，34(1)，1-15．
102．丹羽奈緒・箕口雅博・嶋田洋徳（2008）．大学生の知覚されたソーシャル・サポートと達成動機および自尊感情の関連 早稲田大学臨床心理学研究，7(1)，69-79．
103．五十川ちよみ・丹羽奈緒・藤本志乃・木村泰博・高橋亜依・山口真実・山本哲也・高橋史・小関俊祐・嶋田洋徳（2008）．教育現場での学校不適応に対する心理臨床的予防を目指した介入研究の展望 早稲田大学臨床心理学研究，7(1)，143-155．
104．森本浩志・田上明日香・能野淳子・水島秀聡・衛藤由美・大澤ちひろ・橋本塁・松浦桂・木村泰博・嶋田洋徳（2008）．精神疾患による休職者に対する復職支援の現状と課題 早稲田大学臨床心理学研究，7(1)，156-166．
105．姫野弥栄奈・嶋田洋徳（2008）．社会恐怖傾向を示す児童における社会的スキルの獲得と遂行との関連 カウンセリング研究，41(1)，12-19．
106．今井千鶴子・今井正司・嶋田洋徳（2008）．Pain Vigilance and Awareness Questionnaire（PVAQ）日本語版の作成と信頼性・妥当性の検討 行動医学研究，14(1)，15-20．
107．今井正司・今井千鶴子・嶋田洋徳・根建金男（2008）．対話プロセスの数量的分析：システム機能分析を用いて 心療内科，12(2)，163-168．
108．小関俊祐・高橋史・嶋田洋徳・佐々木和義・藤田継道（2008）．小学３年生を対象とした認知的心理教育の授業効果：抑うつ症状と自動思考に及ぼす影響 発達心理臨床研究，14(1)，9-16．
109．加計佳代子・佐藤寛・石川信一・嶋田洋徳・佐藤容子（2008）．児童の認知の誤りが社会的スキルの自己評定と社会不安へ与える影響 行動療法研究，34(2)，113-125．
110．五十嵐友里・嶋田洋徳（2008）．Post-Event Processing が社会的場面における解釈に及ぼす影響 行動療法研究，34(2)，149-161．
111．嶋田洋徳・津村秀樹（2008）．ストレスの主観評価 BIO INDUSTRY, 25(6)，27-34．
112．今井千鶴子・今井正司・嶋田洋徳（2008）．女子大学生における Menstrual Pain Vigilance and Awareness Questionnaire（M-PVAQ）の作成と信頼性・妥当性の検討 心身医学，48(9), 787-794．
113．八木澤麻子・丹羽奈緒・野村和孝・嶋田洋徳・神村栄一（2008）．大学生における外傷体験からの回復過程に関する検討 トラウマティック・ストレス，6(2)，191-199．
114．笹川智子・金井嘉宏・陳峻文・嶋田洋徳・坂野雄二（2008）．児童期のレトロスペクティブな行動抑制傾向測定尺度（The Retrospective Self-Report of Inhibition）日本語版の開発 行動療法研究，34(3)，285-295．
115．森本浩志・嶋田洋徳（2008）．職場不適応に関する心理学的研究の動向と課題 産業ストレス研究, 15(4)，287-286．
116．嶋田洋徳・野村和孝（2008）．行動療法の進歩 心療内科（心療内科編集委員会），12(6), 476-485．
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117．高橋史・佐藤寛・野口美幸・永作稔・嶋田洋徳（2009）．中学生用攻撃行動尺度の作成と信頼性・妥当性の検討 行動療法研究，35(1)，53-66．
118．嶋田洋徳・小関俊祐（2009）．認知療法による怒りのコントロール 精神科（精神科編集委員会），14(2)，147-153．
119．小関俊祐・木村泰博・山口真実・高橋史・嶋田洋徳・佐々木和義・藤田継道（2009）．集団社会的スキル訓練の抑うつ低減効果：ターゲットスキルの設定に焦点をあてて 教育実践学論集（兵庫教育大学大学院連合学校教育学研究科），10(1)，39-44．
120．Takahashi, F., Koseki, S., & Shimada, H. (2009）．Developmental Trends in Children's Aggression and Social Problem-Solving．
Journal of Applied Developmental Psychology, 30, 30(3), 265-272．
121．笹川智子・高橋史・佐藤寛・赤松亜紀・嶋田洋徳・野村忍（2009）．日本の児童生徒における社会不安の特徴：Social Phobia and Anxiety Inventory for Children（SPAI-C）を用いた検討 心身医学，49(8)，909-921．
122．Kanai, y., Sasagawa, S., Chen, j., Suzuki, s., Shimada, H., & Sakano, Y.（2009）．Negative Interpretation of Bodily Sensations in Social
Anxiety．International Journal of Cognitive Therapy, 2(3), 292-307．
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123．真志田直希・尾形明子・大園秀一・小関俊祐・佐藤寛・石川信一・戸ヶ崎泰子・佐藤容子・佐藤正二・佐々木和義・嶋田洋徳・山脇成人・鈴木伸一（2009）．小児抑うつ尺度（Children's Depression Inventory）日本語版作成の試み 行動療法研究，35(3)，219-232．
124．小関俊祐・高橋史・嶋田洋徳・佐々木和義・藤田継道（2009）．学校アセスメントに基づく集団社会的スキル訓練の効果 行動療法研究，35(3)，245-255．
125．高橋史・佐藤寛・永作稔・野口美幸・嶋田洋徳（2009）．小学生用攻撃行動尺度の作成と信頼性・妥当性の検討 認知療法研究，2(1)，75-85．
126．境泉洋・滝沢瑞枝・中村光・植田健太・石川信一・永作稔・佐藤寛・井上敦子・嶋田洋徳・坂野雄二（2009）．子どものひきこもり状態に対する親の否定的評価とストレス反応の関連 カウンセリング研究，42(3)，207-217．
127．高橋史・小関俊祐・嶋田洋徳（2010）．中学生に対する問題解決訓練の攻撃行動変容効果 行動療法研究，36(1)，69-81．
128．嶋田洋徳（2010）．山口・菅野論文へのコメント：通常学級に在籍する自閉傾向がある児童の支援事例 早稲田大学臨床心理学研究，9(1)，32-33．
129．山野美樹・仲谷誠・嶋田洋徳（2010）．脳外傷後のパーソナリティ変化への認知行動的アプローチ 早稲田大学臨床心理学研究，9(1)，35-46．
130．兼子唯・小関俊祐・伊藤大輔・中澤佳奈子・清水悠・大月友・嶋田洋徳・佐々木和義・鈴木伸一（2010）．児童の抑うつに関する心理社会的要因の検討 早稲田大学臨床心理学研究，9(1)，75-85．
131．角沙織・姫野弥栄奈・木村泰博・嶋田洋徳（2010）．出来事に対する反すうが児童の抑うつに及ぼす影響 早稲田大学臨床心理学研究，9(1)，137-145．
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132．丹野恵・藤本志乃・小関俊祐・嶋田洋徳（2010）．児童における行動観察に基づいた社会的スキル訓練の効果 早稲田大学臨床心理学研究，9(1)，147-158．
133．山本哲也・杉森伸吉・嶋田洋徳（2010）．ネガティブな感情喚起場面における笑顔の表出がネガティブ感情の緩和に及ぼす効果 早稲田大学臨床心理学研究，9(1)，159-166．
134．森優貴・西本武彦・森本浩志・嶋田洋徳（2010）．中学校教師の職場に対する態度とコーピング，ストレス反応の関連 早稲田大学臨床心理学研究，9(1)，191-196．
135．野村和孝・嶋田洋徳（2010）．性犯罪抑止における共感性の機能的側面に関する展望 臨床心理学研究（早稲田大学人間科学学術院心理相談室，9(1)，197-206．
136．嶋田洋徳・野村和孝・山本哲也・津村秀樹（2010）．臨床心理学的研究における研究倫理に関する最近の動向 早稲田大学臨床心理学研究，9(1)，207-220．
137．津村秀樹・嶋田洋徳（2010）．抑うつ症状の増強におけるコルチゾールの役割：メタ分析による検討 早稲田大学臨床心理学研究，9(1)，221-229.
138．Sugaya, N., Izawa, S., Ogawa, N., Shirotsuki, K., Kobayashi, H., Yamada, C.K., Tsumura, H., Nomura, S. & Shimada, H.（2010）．Effect of day-to-day variations in adrenal cortex hormone levels on abdominal symptoms．BioPsychoSocial Medicine, online．
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- Life Style Index の日本語短縮版の作成および標準化の試み
Development of the short-form version of Life Style Index-J
鈴木 平（早稲田大学大学院人間科学研究科）・依田麻子（日本大学文理学部）・越川房子（早稲田大学文学部）・杉若弘子（奈良教育大学教育学部）・嶋田洋徳（新潟大学人文学部）・瀬戸正弘（早稲田大学人間科学部）・上里一郎（早稲田大学人間科学部）
Taira SUZUKI (Graduate School of Human Sciences, Waseda University), Asako YODA (College of Humanities and Sciences, Nihon University), Fusako KOSHIKAWA (School of Literature, Waseda University), Hiroko SUGIWAKA (Nara University of Education), Hironori SHIMADA (Faculty of Humanities, Niigata University), Masahiro SETO (School of Human Sciences, Waseda University), & Ichiro AGARI (School of Human Sciences, Waseda University)
健康心理学研究（日本健康心理学会），10 (2)，31-43．（1997）
The Japanese Journal of Health Psychology（The Japanese Association of Health Psychology）
The present study aimed to standardize a short form of the Japanese translation of the Life Style Index (LSI). LSI was developed by Plutchik, Kellerman, & Conte (1989), in order to measure defense mechanism. In this study, the authors reconsidered LSI as a scale to measure coping styles with underlying defense mechanism. After conducting factor analysis, 5 factors were extracted, however they were different from those of the original LSI. This may mean that defense mechanism may not be measured objectively, because defense mechanism is regarded as unconscious. Meanwhile, the result does not seem to be contradictory to the hypothesis that defense mechanism and coping have similar aspects. Future research on what the standardized short form of the scale measures means, is necessary in health psychology and psychiatry.
Key Words: defense mechanism, coping, standardization.
- 新しい心理的ストレス反応尺度（SRS-18）の開発と信頼性・妥当性の検討
Development of a new Psychological Stress Response Scale (SRS-18) and Investigation of the reliability and the validity
鈴木伸一（早稲田大学大学院人間科学研究科）・嶋田洋徳（新潟大学人文学部）・三浦正江（早稲田大学大学院人間科学研究科）・片柳弘司（久留米大学大学院比較文化研究科）・右馬埜力也（杏林大学大学院保健学研究科）・坂野雄二（早稲田大学人間科学部）
Shin-ichi SUZUKI (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Faculty of Humanities, Niigata University), Masae MIURA (Graduate School of Human Sciences, Waseda University), Koji KATAYANAGI (Graduate School of Comparative Studies of International Culture and Societies, Kurume University), Rikiya UMANO (Graduate School of Health Sciences, Kyorin University), & Yuji SAKANO (School of Human Sciences, Waseda University)
行動医学研究（日本行動医学会），4，22-29．（1997）
Japanese Journal of Behavioral Medicine（Japanese Society of Behavioral Medicine）
The purposes of this study were to develop a scale which measures multiple psychological stress responses simply and easily, and to investigate its reliability and validity. First, Stress Response scale-18 (SRS-18) was developed. Subjects were 3,841 males and females (1,316 high school students, 1,206 undergraduate students, and 1,329 adults). As a result of factor analysis, it was revealed that the scale included following three factors; "Depression-Anxiety", "irritability-Anger", and "Helplessness". Each factor included six items. The reliability of SRS-18 was investigated by Cronbach's alpha, test-retest method, and Spearman-Brown's coefficient. Second, the validity of SRS-18 was investigated through content validity, discriminant validity between high and low stressed subjects, and discriminant validity between clinical and nonclinical subjects. The results of this study indicated that SRS-18 had high reliability and validity. Finally, the application of SRS-18 in clinical and nonclinical settings was discussed from the viewpoint of stress management.
Key Words: psychological stress responses, measurement, reliability, validity.
- 学校ストレスといじめ
School stress and school bullying
嶋田洋徳（新潟大学人文学部）
Hironori SHIMADA (Faculty of Humanities, Niigata University)
いじめ防止教育実践研究（広島大学学校教育学部附属教育実践総合センター），2，43-53．（1997）
Journal of Educational Research in School Bullying（Center for School Education Research and Development, The Faculty of School Education, Hiroshima University）
児童生徒を対象として実証的データを収集した心理的ストレス研究を展望し，心理的ストレスといじめとの関連性について考察した．１．はじめに，２．児童生徒の学校ストレスの理解，３．心理的ストレスと個人特性，４．ストレスマネジメントの方法，５．いじめ問題に対する行動カウンセリング，６．さいごに，から構成された．
- 高校生における原因帰属スタイルの日韓比較
The comparison of causal attributional style between Japanese and Korean high school students
嶋田洋徳（新潟大学人文学部）
Hironori SHIMADA (Faculty of Humanities, Niigata University)
人文科学研究（新潟大学人文学部），96，1-16．（1998）
Studies in Humanities（Faculty of Humanities, Niigata University）
The purpose of this study was to compare the causal style between Japanese and Korean high school students. In this study, 211 Japanese students and 659 Korean students completed the Attributional Style Questionnaire (ASQ; Japanese or Korean version), and Stress Response Scale (SRS-18). The strength of psychological stress responses is regarded as a good index for assessing one's well-being. As results of t-tests between Japanese and Korean, it was revealed that Japanese high school students have more adaptive style than Korean high school students do in negative situation. On the other hand, no significant differences of style have obtained in positive situation. And, it was shown that Korean high school students was more stressful than Japanese in their school life. These results suggested that maladaptive style influence on various stress responses in Korean students. Finally, the significance of measuring one's style and its application for stress management were discussed.
Key Words: attributional style, high school students, Japanese, Korean, stress responses.
- 慢性疾患患者におけるソーシャルサポートとセルフ・エフィカシーの心理的ストレス軽減効果
Effects of social support and self-efficacy on psychological stress responses in chronic disease patients
金 外淑（パブリックヘルスリサーチセンター）・嶋田洋徳（新潟大学人文学部）・坂野雄二（早稲田大学人間科学部）
Woe Sook KIM (Public Health Research Foundation), Hironori SHIMADA (Faculty of Humanities, Niigata University), & Yuji SAKANO (School of Human Sciences, Waseda University)
心身医学（日本心身医学会），38，317-323．（1998）
Japanese Journal of Psychosomatic Medicine（Japanese Society of Psychosomatic Medicine）
Social support is well-known as a factor which influences on mental health or psychological well-being. Generally speaking, it has been suggested that the stronger one perceives his/her social support, the less he/she shows various psychological stress responses. The purposes of this study were to develop the scale for social support which influences on motivation for a long-term treatment in chronic disease patients, and to examine the effect of social support as patients' external resource and self-efficacy on health behavior as their internal resource on psychological stress responses respectively. In Study I, items relating to social support in daily life setting were collected from 50 patients with chronic disease (heart disease, diabetes mellitus, hypertension, and so on). As a result of factor analysis with varimax rotation based on data from 171 normal subjects over the age of 30, it was revealed that the social support scale for chronic disease patients has two main factors; I. Emotional support in daily life (12 items: e.g. "You have an individual who understands you well") and II. Behavioral support for disease (8 items: e.g. "You have an individual who cooks daily meals considering calories"). Reliabilities of each subscale using Cronbach's alpha coefficient were high (.90 for factor I and .80 for factor II). The validity of the scale was checked from viewpoints of content validity and factorial validity. In Study II, relationship among social support, self-efficacy on health behavior and psychological stress responses was investigated. Subjects were 145 chronic disease patients (heart disease, diabetes mellitus, hypertension, and so on). They were requested to complete the social support scale for chronic disease patients which was developed in Study I, the scale of self-efficacy on health behavior, and psychological stress response scale (SRS-18). As a result of path analysis using the score of psychological stress responses as dependent variable and the scores of subscales of social support scale ("Emotional support in daily life" and "Behavioral support for disease") and self-efficacy scale ("Active coping behavior with disease" and "Controllability for health"), it was shown that social support does not influence on psychological stress responses directly, but does indirectly via self-efficacy on health behavior. Particularly, "Behavioral support for disease" played an important role to enhance self-efficacy on health behavior. It was revealed that strong behavioral support for disease enhanced active coping behavior with disease, and then reduction of various psychological stress responses is achieved. Finally, significance of behavioral social support for disease as a factor that enhances self-efficacy on health behavior, and effectiveness of cognitive-behavioral approach on keeping chronic disease patients healthy were discussed.
Key Words: social support, self-efficacy, psychological stress responses, chronic disease patient, coping behavior.
- ハーディネスが職場ストレスに及ぼす影響
The effect of hardiness on occupational stress
右馬埜力也（杏林大学大学院保健学研究科）・嶋田洋徳（新潟大学人文学部）・坂野雄二（早稲田大学人間科学部）
Rikiya UMANO (Graduate School of Health Sciences, Kyorin University), Hironori SHIMADA (Faculty of Humanities, Niigata University), & Yuji SAKANO (School of Human Sciences, Waseda University)
健康心理学研究（日本健康心理学会），11 (2)，25-36．（1998）
The Japanese Journal of Health Psychology（The Japanese Association of Health Psychology）
It has been said that environmental and individual factors cause occupational stress. The purpose of this study was to examine the effects of hardiness (commitment, control and challenge) as a personality trait that could keep health under stressful situation on psychological and physical stress responses in an occupational situation. Nine hundred fifty five office workers were requested to complete a set of questionnaires including on work stressor, hardiness, psychological and physical stress responses. The results revealed that there were high correlations between control and helplessness and between control and depression-anxiety. The buffering effect of hardiness was found under physical stressor, that is those who showed high scores of hardiness expressed less stress responses under physical stressor. As for other stressors, no buffering effect of hardiness was found. The result of this study indicated that hardiness is not always effective in stressful situation, and that the buffering effect of hardiness was different from stressor to stressor.
Key Words: occupational stress, hardiness, stress responses.
- 小学生のコーピング方略の実態と役割
The role of emotional and behavioral coping strategies in elementary school children
大竹恵子（神戸女学院大学大学院人間科学研究科）・島井哲志（神戸女学院大学人間科学部）・嶋田洋徳（新潟大学人文学部）
Keiko OTAKE (Graduate School of Human Sciences, Kobe College), Satoshi SHIMAI (Department of Human Sciences, Kobe College), & Hironori SHIMADA (Faculty of Humanities, Niigata University)
健康心理学研究（日本健康心理学会），11 (2)，37-47．（1998）
The Japanese Journal of Health Psychology（The Japanese Association of Health Psychology）
The present study was to investigate the emotion and behavioral coping strategies in elementary school children, and the relationship between stress responses and social support. The survey about coping, and subjective symptoms and perceived social support were conducted with 712 (395 boys and 317 girls) upper level elementary school children. The results showed that: 1) Children frequently used emotional and behavioral coping strategies in stress situations. 2) Six coping strategies were found by factor analysis, i.e., problem solving, behavioral avoidance, distraction, seeking social support, cognitive avoidance, and emotional avoidance. 3) Children who frequently used behavioral avoidance showed the highest scores of stress responses, 4) Boys who chose emotional avoidance were easily tired and irritable. These results suggested that it is important for the health of school children to have emotional and behavioral coping strategies and the approach / avoidance conceptualizations of coping help to clarify the ways in which children cope. Finally, it is suggested that further research about the relationship with coping strategies and health in school children is necessary in order to develop stress management education.
Key Words: coping strategies, stress responses, perceived social support, stress, elementary school children.
- 教育場面における臨床心理学的研究の動向と課題：行動的アプローチを中心に
Review of research trends on educational psychology in Japan during the past year on clinical services
嶋田洋徳（新潟大学人文学部）
Hironori SHIMADA (Faculty of Humanities, Niigata University)
教育心理学年報（日本教育心理学会），38，120-129．（1999）
The Annual Report of Educational Psychology in Japan（The Japanese Association of Educational Psychology）
過去１年間の教育場面における臨床心理学的研究の動向について，特に行動的アプローチを用いているものを中心に展望した．１．はじめに，２．スクールカウンセラー（ＳＣ）に関する研究（ＳＣの役割・必要性，コンサルテーションの実際，ＳＣ活動の特異性），３．学校内外の教育相談スタッフに関する研究（教育相談担当教師への援助，養護教諭への援助，その他の相談員・外部相談機関），４．不登校に関する研究（アセスメント，行動的介入の奏功事例，不登校介入の予後，親への支援プログラム），５．いじめに関する研究（研究法，いじめの認識，いじめへの行動的介入，いじめへの対応と影響，いじめの原因），６．ストレス・学校適応に関する研究（学校ストレス，ソーシャルサポート，学校適応・問題行動），７．非行・攻撃行動に関する研究（非行，攻撃行動，攻撃行動への行動的介入），８．社会的スキルに関する研究（基礎的研究，社会的スキル訓練の効果，臨床的介入，主張訓練の効果），９．教師と生徒の関係・教師への示唆に関する研究（教師と生徒の関係，教師への示唆），10．臨床的諸問題に関する研究（阪神大震災，自殺，食行動・過敏性腸症候群，アイデンティティ，虐待），11．カウンセリング諸技法の効果に関する研究（グループ・エンカウンター，論理療法，マクロカウンセリング，ＬＡＣ（生活分析的カウンセリング）法，カウンセリングの理解），12．おわりに，から構成された．
- 高次因子分析によるストレス対処過程の effort-distress 次元の検討
The investigation of effort-distress dimension in stress coping process according to high order factor analysis
鈴木伸一（早稲田大学大学院人間科学研究科）・嶋田洋徳（新潟大学人文学部）・坂野雄二（早稲田大学人間科学部）
Shin-ichi SUZUKI (Graduate School of Human Sciences, Waseda University), Hironori SHIMADA (Faculty of Humanities, Niigata University), & Yuji SAKANO (School of Human Sciences, Waseda University)
ストレス科学研究（パブリックヘルスリサーチセンター），14，1-13．（1999）
Stress Sciences（Public Health Research Foundation）
The purpose of this study was to investigate the factor structure of effort-distress dimension in stress coping process. Subjects were 487 undergraduate students (275 males and 212 females) and 236 adults (170 males and 66 females), who were requested to complete a set of questionnaires on cognitive appraisal and coping. A hypothetical model in this study was that "effort dimension" affects to "commitment", "appraisal for effect", and "problem focused coping", and that "distress dimension" affects to "controllability", "appraisal for threat", and "avoidant coping". Results of examination of the relationship between observed variables and latent variables according to high order factor analysis of covariance structure analysis revealed that Goodness of Fit Index (GFI) and Adjusted Goodness of Fit Index (AGFI) of hypothetical model in this study were sufficiently high. Results of this study suggested that effort-distress model was very useful to interpret individual differences of stress coping process.
Key Words: effort, distress, covariance structure analysis, high order factor analysis.
- 日本版 Buss-Perry 攻撃性質問紙（ＢＡＱ）の作成と妥当性，信頼性の検討
Development of the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ)
安藤明人（武庫川女子大学文学部）・曽我祥子（兵庫医科大学）・山崎勝之（鳴門教育大学）・島井哲志（神戸女学院大学人間科学部）・嶋田洋徳（新潟大学人文学部）・宇津木成介（神戸大学国際文化学部）・大芦治（千葉大学教育学部）・坂井明子（美作女子大学）
Akihito ANDO (Department of Human Relations, School of Letters, Mukogawa Women's University), Sachiko SOGA (Department of Psychology, Hyogo College of Medicine), Katsuyuki YAMASAKI (Department of Human Development, Naruto University of Education), Satoshi SHIMAI (Department of Human Sciences, School of Human Sciences, Kobe College), Hironori SHIMADA (Department of Psychology, Faculty of Humanities, Niigata University), Narisuke UTSUKI (Faculty of Cross-Cultural Studies, Kobe University), Osamu OASHI (Department of Educational Psychology, Chiba University), & Akiko SAKAI (Department of Child Science, Faculty of Domestic Science, Mimasaka Women's College)
心理学研究（日本心理学会），70，384-392．（1999）
The Japanese Journal of Psychology（The Japanese Psychological Association）
The Aggression Questionnaire (Buss & Perry, 1992) has been used to investigate links between personality factors and health outcomes. We developed the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ) and assessed validity and reliability of the scale. Study I (N= 1125 college students) used a 45-item rating questionnaire measuring each of four components of aggression: Anger, Hostility, Physical Aggression, and Verbal Aggression. Four aggression subscales emerged clearly from exploratory factor analysis. Study II (N= 611 college students) used a 24-item questionnaire and replicated factor structure and factor loadings of Study I. The scales were shown to be highly internally consistent, and stable at appropriate levels over 4-month time period. Normative data, factorial validity, and external evidence of construct, convergent, and discriminant validity for the scales were also presented.
Key Words: Buss-Perry Aggression Questionnaire (BAQ), Japanese version, standardization, college students, hostility.
Cortisol induces attentional bias toward a negative stimulus and impaired attentional function. Depressed individuals have high levels of cortisol, and exhibit an attentional bias toward a depression-related stimulus and impaired processing speed and executive attention, which are components of attentional function. Therefore, the study tested the hypotheses that an acute increase in cortisol in response to a stressor is associated with attentional bias toward a depression-related stimulus and impaired processing speed and executive attention. Thirty-six participants were administered the dot-probe task for the measurement of attentional bias toward a depression-related stimulus and the Trail Making Test A and B for the measurement of processing speed and executive attention before and after a mental arithmetic task. It was revealed that attentional bias toward a depression-related stimulus following the stressor was observed only among the responders (i.e., participants with cortisol elevation in response to a stressor). On the other hand, no differences in the performance of processing speed and executive attention were noted between the responders and non-responders. The results indicate that acutely elevated cortisol is related to attentional bias, but is not related to processing speed and executive attention. The results have an implication for the etiology of depression.
Keywords Cortisol － Attentional bias － Processing speed － Executive attention － Depression