1．岡安孝弘・嶋田洋徳・坂野雄二（1992）．中学生用ストレス反応尺度の作成の試み 早稲田大学人間科学研究，5，23-29．
2．岡安孝弘・嶋田洋徳・神村栄一・山野美樹・坂野雄二（1992）．心理的ストレスに関する調査研究の最近の動向：教育場面におけるストレッサーの測定を中心として 早稲田大学人間科学研究，5，149-158．
3．神村栄一・山野美樹・岡安孝弘・嶋田洋徳・坂野雄二（1992）．認知的対処のタイプと恐怖・不安反応に関する実験的検討：最近の研究動向と今後の課題 早稲田大学人間科学研究，5，159-170．
4．嶋田洋徳・岡安孝弘・坂野雄二（1992）．児童の心理的ストレスと学習意欲との関連 健康心理学研究，5(1)，7-19．
5．岡安孝弘・嶋田洋徳・丹羽洋子・森俊夫・矢冨直美（1992）．中学生の学校ストレッサーの評価とストレス反応との関係 心理学研究，635，310-318．
6．岡安孝弘・片柳弘司・嶋田洋徳・久保義郎・坂野雄二（1993）．心理社会的スレトス研究におけるストレス反応の測定 早稲田大学人間科学研究，6，125-134．
7．嶋田洋徳・岡安孝弘・坂野雄二（1993）．小学生用ソーシャルサポート尺度短縮版作成の試み ストレス科学研究，8，1-12．
8．岡安孝弘・嶋田洋徳・坂野雄二（1993）．中学生の学校ストレッサーの測定法に関する一考察 ストレス科学研究，8，13-23．
9．嶋田洋徳（1993）．児童の心理的ストレスとそのコーピング過程：知覚されたソーシャルサポートとストレス反応の関連 ヒューマンサイエンスリサーチ，2，27-44．
10．岡安孝弘・嶋田洋徳・坂野雄二（1993）．中学生におけるソーシャル・サポートの学校ストレス軽減効果 教育心理学研究，41，302-312．
11．坂野雄二・嶋田洋徳・三浦正江・森治子・小田美穂子・猿渡末治（1994）．高校生の認知的個人差が心理的ストレスに及ぼす影響 早稲田大学人間科学研究，7，75-90．
12．坂野雄二・瀬戸正弘・嶋田洋徳・長谷川尚子（1994）．米国と日本におけるタイプA行動研究：その研究動向と課題 早稲田大学人間科学研究，7，167-185．
13．神村栄一・嶋田洋徳（1994）．Marlowe-Crowne の社会的望ましさの尺度日本語短縮版の作成の試み ストレス科学研究，9，7-18．
14．森治子・長谷川浩一・石隈利紀・嶋田洋徳・坂野雄二（1994）．不合理な信念測定尺度（JIBT-20）の開発の試み ヒューマンサイエンスリサーチ，3，43-58．
15．嶋田洋徳・浅井邦二・坂野雄二・上里一郎（1994）．一般性自己効力感尺度（GSES）の項目反応理論による妥当性の検討 ヒューマンサイエンスリサーチ，3，77-90．
16．坂野雄二・三浦正江・嶋田洋徳（1994）．中学生の心理的ストレッサーに対する認知的評価がコーピングに及ぼす影響 ヒューマンサイエンス，7，5-13．
17．児玉昌久・片柳弘司・嶋田洋徳・坂野雄二（1994）．大学生におけるストレスコーピングと自動思考，状態不安，および抑うつ症状との関連 ヒューマンサイエンス，7，14-26．
18．坂野雄二・嶋田洋徳・久保義郎・深代和信（1994）．大学生のライフストレス評価と社会不安の関連 ヒューマンサイエンス，7，27-36．
19．坂野雄二・嶋田洋徳・岡安孝弘（1994）．児童生徒の心理的ストレスと学校不適応の指導に関する研究：小，中，高校生を対象として 研究助成論文集，29，65-74．
20．嶋田洋徳・戸ヶ崎泰子・坂野雄二（1994）．小学生用ストレス反応尺度の開発 健康心理学研究，7(2)，46-58．
21．嶋田洋徳・秋山香澄・戸ヶ崎泰子・坂野雄二（1995）．小学生の社会的スキルの困難度とストレス反応の関連 ストレス科学研究，10，11-12．
22．三浦正江・嶋田洋徳・坂野雄二（1995）．中学生におけるソーシャルサポートがコーピングの実行に及ぼす影響 ストレス科学研究，10，13-24．
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- 中学生用ストレス反応尺度の作成の試み
Development of Stress Response Scale for junior high school students
岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），5，23-29．（1992）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
The purpose of this study was to develope the stress response scale for junior high school students, as a part of researches explaining school maladjustment. 670 junior high school students were required to estimate their recent moods, thoughts, and physical states for each of 68 items. Except for 68 students missing to fulfill all items, the data of 602 students were adopted for following analyses. As a result of factor analysis, four main factors - "irritated-angry affect", "physical response", "depressive-anxious feeling", and "cognition-thought of helplessness" - were extracted. α-coefficients were enough high to support the high reliability of each factor. Furthermore, the results of analyses of variance on grade and gender revealed that the upper class students showed higher stress responses in "depressive-anxious affect" and "cognition-thought of helplessness", and that girls did in all factors except for "irritated-angry affect". For screening the students who tend to fall into school maladjustments, further studies to examine the validity of this scale should be required.
Key Words: the stress response scale, junior high school students, school maladjustments, factor analyses, reliabilities, analyses of variance. （原著）
- 心理的ストレスに関する調査研究の最近の動向：教育場面におけるストレッサーの測定を中心として
Recent trend of studies on psychological stress: On measuring stressors in school
岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・神村栄一（早稲田大学人間科学部）・山野美樹（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Eiichi KAMIMURA (School of Human Sciences, Waseda University), Miki YAMANO (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），5，149-158．（1992）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
Psychological stressors exposed to students in school are regarded as main causes of a wide variety of psychological and behavioral problems such as school refusal, school violence, and so on. Since Holmes & Rahe developed "The Social Readjustment Rating Scale" in 1967, many scales to measure psychological stressors and stress responses have been developed from the viewpoint of life events and daily hassles. Recently, as increasing researches on psychological stress in school, the new way to measure school stressors has been developed and school stress models have been proposed. In this article, after reviewing recent studies on measurement of psychological stressors in school, the further direction of researches on school stress and the meaning to measure school stressors were discussed from the stand point of school stress model.
- 認知的対処のタイプと恐怖・不安反応に関する実験的検討：最近の研究動向と今後の課題
Recent trend and development of experimental researches on the relationship between cognitive coping and fear-anxiety response
神村栄一（早稲田大学人間科学部）・山野美樹（早稲田大学大学院人間科学研究科）・岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Eiichi KAMIMURA (School of Human Sciences, Waseda University), Miki YAMANO (Graduate School of Human Sciences, Waseda University), Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），5，159-170．（1992）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
Recently, experimental studies on psychological stress and coping behavior are in great progress and many empirical data have been accumulated according to this development. It is also the fact, however, we have conceptual and methodological confusion among recent experimental studies on the relationship between stress responses and cognitive coping behavior. In this article, recent development of the studies on the relationship among stress responses, cognitive coping strategies, and coping styles were reviewed and further direction of researches on this theme was discussed from the theoretical framework of coping with stress.
- 児童の心理的ストレスと学習意欲との関連
The relationship between psychological stress and the learning motivation in elementary school children
嶋田洋徳（早稲田大学大学院人間科学研究科）・岡安孝弘（早稲田大学人間科学部）・坂野雄二（早稲田大学人間科学部）
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Takahiro OKAYASU (School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
健康心理学研究（日本健康心理学会），5 (1)，7-19．（1992）
The Japanese Journal of Health Psychology（The Japanese Association of Health Psychology）
The purposes of this study were to develop the School Stress Scale for children, to validate it, and to analyse the influence of children's psychological stress in elementary school from the viewpoint of learning motivation. In study I, 284 sixth grade's children in elementary school were asked to list up school stressors in order to collect items of the School Stress Scale for children. The School Stress Scale for children, consisted of five factors, 28 items for boys and four factors, 30 items for girls, was developed after psychometric analyses for standardization and validation. In study II , the relationship among psychological stress, the tolerance to school stress, and the learning motivation was analysed through multivariate analysis and the School Stress Model was proposed as a result of a path analysis among three factors mentioned above. In study III , the validity of the School Stress Model was investigated by teacher's rating of school stress and learning motivation of children. The results of three studies suggested that the increase of children's school stress caused the decrease of learning motivation and that the tolerance to school stress was the important intervening variable between school stress and the learning motivation. It was also suggested that the School Stress Model had high validity to explain the relationship among school stressors, school stress, the tolerance to school stress, and the learning motivation of children.
Key Words: School Stress Model, factor analysis, learning motivation, tolerance to school stress, path analysis.
- 中学生の学校ストレッサーの評価とストレス反応との関係
The relationship between evaluation of school stressors and stress responses in junior high school students
岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・丹羽洋子（筑波大学心理学系）・森俊夫（東京大学医学部精神衛生学教室）・矢冨直美（東京都老人総合研究所）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Yoko NIWA (Institute of Psychology, University of Tsukuba), Toshio MORI (Department of Mental Health, Faculty of Medicine, University of Tokyo), & Naomi YATOMI (Section of Psychiatry, Tokyo Metropolitan Institute of Gerontology)
心理学研究（日本心理学会），63，310-318．（1992）
The Japanese Journal of Psychology（The Japanese Psychological Association）
The purpose of this study is to develop a school stressor scale from the events experienced frequently by junior high school students in their daily school life, and to examine the relationship between school stressors and stress responses. In study I, factor analysis of data by 552 students revealed four main factors "teacher ", "friend", "club activity ", and "study ", which were extracted from initial set of 72 items. In study II, factor analysis of 50 items, of which 39 items were extracted in study I, and 11 new items of free-description type, of data by 622 students, revealed that main stressors in junior high school were following six, "teacher ", "friend", "club activity", "study", "rule ", and "official activity ". Furthermore, multiple regression analyses revealed that " friend " strikingly correlated with "depressive-anxious emotion " and "study " did with "cognition-thought of helplessness ".
Key Words: school stressors, stress responses, junior high school students, factor analyses, multiple regression analyses.
- 心理社会的ストレス研究におけるストレス反応の測定
Measurements of stress responses in psychosocial stress research
岡安孝弘（早稲田大学人間科学部）・片柳弘司（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・久保義郎（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Koji KATAYANAGI (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Yoshio KUBO (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
早稲田大学人間科学研究（早稲田大学人間科学部），6，125-134．（1993）
Waseda Studies in Human Sciences（School of Human Sciences, Waseda University）
The psychosocial stress research exploring the factors which influence mental health has rapidly developed. There are two types of studies in this research field. The first type is a study which focuses on the relationship between important events that everyone experiences in his/her life and his/her health, the second type is the one which focuses on stress process; cognitive appraisal, coping, and the factors that related to them. In this article, we tried to reveal how stress responses have been measured in past decade, referring psychosocial stress research appeared in APA journals. The stress response scales are roughly divided into two types according to the way of measuring psychological strain. One is the unidimensional scale which measures a specific aspect of stress responses, and the other is the general scale which measures multidimensional stress responses. As a result of analysis, the general scales tended to be often used rather than the unidimensional scales. That is, researchers tended to interpret stress responses mutidimensional. Finally, the problems on using stress response scales in psychosocial stress research and the availability of Item Response Theory for measuring stress responses were discussed.
- 小学生用ソーシャルサポート尺度短縮版作成の試み
Development of the Perceived Social Support Scale for Elementary school children (short-form)
嶋田洋徳（早稲田大学大学院人間科学研究科）・岡安孝弘（早稲田大学人間科学部）・坂野雄二（早稲田大学人間科学部）
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), Takahiro OKAYASU (School of Human Sciences, Waseda 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），8，1-12．（1993）
Stress Sciences（Public Health Research Foundation）
The purposes of this study were to develop the short-form of the Perceived Social Support Scale for elementary school children (PSS-E Short-Form), whose original-form was developed by Shimada (1993), and to examine the reliability and the validity of PSS-E (Short-Form). Perceived social support is defined as the expectancy of availability for support by others and the cognitive appraisal of being reliably connected to others (Barrera, 1986). Lazarus & Folkman (1984) has suggested that social support is one of the personal resources that buffers psychological stress. In this study, 777 boys and girls, from the 4th grade to the 6th grade, completed PSS-E, which consisted of 16-items for each support resource: father, mother, brothers and sisters, teachers, and friends. As a result of item analysis, PSS-E (Short-Form) consisted of 5-items highly correlated to the original-form of PSS-E, and had sufficiently high α-coefficients in all support resources. The factor analysis revealed that PSS-E (Short-Form) had a single-factor structure. Furthermore, the grade and gender differences of the scores of PSS-E (Short-Form) were very similar to the original-form in each support resource. These results indicated the reliability and the validity of PSS-E (Short-Form) . Finally, the function of perceived social support on school stress mechanism and the availability of Item Response Theory for developing the short-form of psychological stress scales were discussed.
Key Words: perceived social support, school stress, short-form scale, elementary school children, item analysis.
- 中学生の学校ストレッサーの測定法に関する一考察
A study of measuring school stressors in junior high school students
岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda 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），8，13-23．（1993）
Stress Sciences（Public Health Research Foundation）
The purpose of this study was to examine what was the most appropriate index of the three measures - Frequency, Aversiveness, and Frequency × Aversiveness of the stressful events, of the School Stressor Scale (revised) in Junior High School Student (SSS-J2) (Okayasu, Shimada, Niwa, Mori, & Yatomi, 1992). Subjects were 1,088 public junior high school students, and 917 students completed SSS-J2 and the Stress Response Scale for Junior High School Students (SRS-J) (Okayasu, Shimada, & Sakano, 1992) without missing values. The results of multiple regression analyses revealed that three measures did no much differ one another in the explanation of stress responses, except for a few cases. Furthermore, it was suggested that it was possible to express the extent or the individual difference of the impact of the stressful event by means of skewness or kurtosis of the distribution of the impact scores. The implication of using various indexes for a deep understanding of school stressor was discussed.
Key Words: school stressors, frequency, aversiveness, stress responses, junior high school students.
- 児童の心理的ストレスとそのコーピング過程：知覚されたソーシャルサポートとストレス反応の関連
Psychological stress and coping processes in elementary school children: The relationship between perceived social support and stress responses
嶋田洋徳（早稲田大学大学院人間科学研究科）
Hironori SHIMADA (Graduate School of Human Sciences, Waseda University)
ヒューマンサイエンスリサーチ（早稲田大学大学院人間科学研究科），2，27-44．（1993）
Waseda Human Science Research（Graduate School of Human Sciences, Waseda University）
The purposes of this study were to develop the scale of expectancy of social support for children and to investigate the effects of the expectancy of social support on psychological school stress in elementary school children. In this study, perceived social support was defined as the expectancy of availability for support by others and the cognitive appraisal of being reliably connected to others (Barrera, 1986). 777 boys and girls, from the 4th grade to the 6th, completed perceived social support scale for children and the psychological stress response scale for children (Shimada, et a1., 1992a). The results indicated that the perceived social support scale had a single-factor structure with 16 items. Multiple regression analysis indicated that perceived social support was negatively correlated to psychological stress responses. Furthermore, children were divided into 4 clusters in all support resources by cluster analyses for the social support scores. As a whole, children who expected social support for all support resources showed the lowest score of stress responses, and those who expected it only for their parents were ranked next to the lowest scores. Finally, the importance of clarifying the processes of individual cognitive appraisals (primary appraisal, secondary appraisal; Lazarus & Folkman, 1984) of school stressors, and implications of perceived social support for school stress process were discussed.
Key Words: perceived social support, school stress, psychological stress responses, elementary school children, cluster analyses.
- 中学生におけるソーシャル・サポートの学校ストレス軽減効果
Alleviation effects of social support on school stress in junior high school students
岡安孝弘（早稲田大学人間科学部）・嶋田洋徳（早稲田大学大学院人間科学研究科）・坂野雄二（早稲田大学人間科学部）
Takahiro OKAYASU (School of Human Sciences, Waseda University), Hironori SHIMADA (Graduate School of Human Sciences, Waseda University), & Yuji SAKANO (School of Human Sciences, Waseda University)
教育心理学研究（日本教育心理学会），41，302-312．（1993）
Japanese Journal of Educational Psychology（The Japanese Association of Educational Psychology）
The purpose of this study was to investigate the effects of the expectancy of social support in 3 junior high school students on school stress. 917 boys and girls, from 1st to 3rd grade, completed the Scale of Expectancy for Social Support (SESS) , the School Stressor Scale, and the Stress Response Scale. The results indicated that (a) the SESS had a single-factor structure, (b) social support alleviated school stress more effectively in girls than in boys, (c) the alleviation effects of social support were dependent on the differences of stressful events, support resources, or stress responses, and (d) father support, which was less expected than mother support, was the most effective in alleviating stress responses in girls, but not in boys, Finally, the implication of social support for school stress process was discussed.
Key Words: social support, school stress, stress responses, alleviation effects, junior high school students.
＜以下は，作業用記述欄となります＞
1．岡安孝弘・嶋田洋徳・坂野雄二（19920325）．中学生用ストレス反応尺度の作成の試み 早稲田大学人間科学研究（早稲田大学人間科学部），5(１)，23-29．ISSN: 0916-0396
Takahiro Okayasu, Hironori Shimada, & Yuji Sakano. Development of stress response scale for junior high school students. Waseda Studies in Human Sciences（School of Human Sciences, Waseda University） Peer Review Yes 5(1) p.23 - 291992/03-(1992).