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中学生の学校内での外在化された問題行動に関する国内外の研究動向
https://doi.org/10.18999/nupsych.72.1.1
https://doi.org/10.18999/nupsych.72.1.1fb64d140-9934-4cbd-a969-8753ab246f63
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
nupsych_72_1.pdf (744.4 KB)
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| アイテムタイプ | itemtype_ver1(1) | |||||||||||||
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| 公開日 | 2026-04-03 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 中学生の学校内での外在化された問題行動に関する国内外の研究動向 | |||||||||||||
| 言語 | ja | |||||||||||||
| その他のタイトル | ||||||||||||||
| その他のタイトル | Domestic and international research trends on school-based externalizing problem behavior among junior high school students | |||||||||||||
| 言語 | en | |||||||||||||
| 著者 |
西村, 晃一
× 西村, 晃一
× 河野, 荘子
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| アクセス権 | ||||||||||||||
| アクセス権 | open access | |||||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | externalizing problem behavior | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | junior high school students | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Student Guidance | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | bio-psycho-social (BPS) model | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | international comparison | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | This article focuses on problem behaviors that occur within junior high schools, organizes its conceptual and theoretical frameworks, and compares domestic and international research trends in order to propose directions for research and practice aimed at addressing such behavior. Problem behavior--defined as any conduct that teachers judge to require corrective guidance--can be broadly divided into externalizing and internalizing types. The present review addresses school-based problem behavior that mainly manifests as friction with others or deviant acts (i.e., prototypical externalizing problem behavior). Prior studies have frequently examined serious juvenile delinquency severe enough to warrant a police referral, and the knowledge base on problem behavior occurring in schools by ordinary students remains insufficient. Yet when students typically seen as unlikely to misbehave commit serious offenses, it blurs the line between those with many infractions and those with few; highlighting the importance of studying the broader student population through empirical research. Externalizing problem behavior is likewise a pressing international concern. According to UNICEF, in 122 countries (excluding Japan), more than one in three students aged 13-15 have experienced bullying, and roughly the same proportion have been involved in a violent fight. In a separate survey of 39 high-income countries (also excluding Japan), three out of ten students aged 11-15 admitted to bullying others. These findings indicate that measures tailored to each country’s sociocultural background are indispensable. In Japan, flexible initiatives grounded in both national and cultural characteristics, and the realities of school settings must be developed with reference to international evidence. In Japan, the bio-psycho-social (BPS) model advanced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) offers an integrative framework for understanding externalizing problem behavior. Studies based on this model have demonstrated the effectiveness of psychological interventions (e.g., social-skills training) and social interventions (e.g., school-wide Positive Behavior Interventions and Support). However, chronic teacher overwork and shortages of support staff complicate sustained implementation. An urgent priority, therefore, is to devise support strategies that teachers can implement and maintain smoothly within the scope of their daily work. In light of the above, we propose two recommendations for future research. First, promote research that elucidates the multifaceted risk and protective factors for school-based problem behavior among general junior high school students. Second, drawing on quantitative findings, employ qualitative inquiry to identify comprehensive support strategies that can be widely applied even in busy school settings. | |||||||||||||
| 言語 | en | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||||||||||
| 言語 | ja | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | The Graduate School of Education and Human Development, Nagoya University | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプresource | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| タイプ | departmental bulletin paper | |||||||||||||
| 出版タイプ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.18999/nupsych.72.1.1 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | PISSN | |||||||||||||
| 収録物識別子 | 1346-1729 | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||||
| 収録物識別子 | 2434-1258 | |||||||||||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 en : Bulletin of the Graduate School of Education and Human Development. Psychology and human developmental sciences 巻 72, p. 1-10, 発行日 2026-03-01 |
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