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Humanities & Social Sciences / Educational psychology, Humanities & Social Sciences / Social psychology |
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Graduating School 【 display / non-display 】
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Doshisha Women's College of Liberal Arts Faculty of Arts and Science Graduated
1998.4 - 2002.3
Graduate School 【 display / non-display 】
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Nagoya University Graduate School, Division of Psychology Doctor's Course Completed
2006.4 - 2009.3
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Kyoto University of Education Graduate School, Division of Education Master's Course Completed
2003.4 - 2005.3
Campus Career 【 display / non-display 】
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KONAN UNIVERSITY Faculty of Letters Faculty of Letters Department of Human Sciences Professor
2022.4
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KONAN UNIVERSITY Faculty of Letters Faculty of Letters Department of Human Sciences Associate Professor
2016.4 - 2022.3
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KONAN UNIVERSITY Faculty of Letters Faculty of Letters Department of Human Sciences Lecturer
2010.4 - 2016.3
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KONAN UNIVERSITY Training Center for Licensed Psychologists Director in General
2024.1
External Career 【 display / non-display 】
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浜松医科大学 子供のこころの発達教育センター
2009.10 - 2010.3
Country：Japan
Papers 【 display / non-display 】
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Stability and change in moral disengagement and bullying participation across three years of Japanese middle school Reviewed International coauthorship International journal
Onishi, A., Frey, K. S., Kawabata, Y., & Kinoshita, M.
International Journal of School & Educational Psychology 2024.10
Joint Work
Authorship：Lead author, Corresponding author Publisher：Routledge
The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = .45, 136 boys and 135 girls) recruited from two public middle schools (9 classes). Five data collection occasions in Grades 7 to 9 alternated between surveys of self reported bullying behavior (three timepoints) and moral disengagement (two timepoints). Structural equation modeling showed that moral disengagement was reciprocally related to bullying and passive bystanding. Victimization was only related to moral disengagement in Grade 9, such that moral disengagement in June predicted increased victimization experiences in December. These findings suggest that intervention and prevention programs in schools need to actively address moral disengagement, with a focus on bystanders as well as perpetrators and victims of bullying.
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The longitudinal association between school bonding and delinquency among adolescents Reviewed International coauthorship International journal
Kinoshita, M., Kawabata, Y., & Onishi, A.
Current Psychology 2024.8
Joint Work
Publisher：Springer
The present study examined the long-term, transactional associations between school bonding and delinquency among Japanese adolescents. Two hundred seventy-one students were recruited in seventh grade (Time 1; M age = 12.72, SD = 0.45, 50% girls) and followed up until eighth grade. Data were collected at two time points (December of the seventh grade and eighth grade). The results of the cross-lagged panel model showed that higher delinquency was associated with lower school bonding. On the other hand, school bonding was not associated with a decrease in delinquency. When gender differences were examined, an association was found between higher delinquent tendencies and fewer school bonding for both genders. School bonding was not associated with a decrease in delinquency for both genders. At seventh grade, a negative correlation between school bonding and delinquency was found only for girls, but not for boys. The results, along with future implications, are discussed from cultural and developmental perspectives. This study provided valuable insight into the relationship between school ties and delinquency among adolescents from non-Western cultures such as the Japanese culture. Comparing the results of this study with those of other cultures may support the idea of cultural diversity.
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The pathways from forms of aggression and peer victimization to internalizing and externalizing problems: A gender-informed analysis Reviewed International coauthorship International journal
Kawabata, Y., Onishi, A., Baquiano, M.J., & Kinoshita,M.
Journal of Child & Adolescent Trauma 2024.3
Joint Work
Publisher：Springer
Despite ample evidence supporting the association between relational and overt aggression and social-psychological adjustment problems, little is known about how this association occurs among adolescents in non-Western cultures. The present study examined whether potentially traumatic peer experience, such as forms of peer victimization (relational and overt), influences the longitudinal association between forms of aggression (relational and overt) and social-psychological adjustment problems (internalizing and externalizing) among Japanese adolescents. Gender differences in the mediation of peer victimization were also examined. Two hundred and eighty-one Japanese students from nine classrooms and two public middle schools participated in this study (Time 1 M age = 12.72, SD = .45, 50% female). Data included three time points one year apart (Grades 7, 8, and 9). Results of structural equation modeling indicated that higher relational aggression in Grade 7 was associated with more internalizing and externalizing problems in Grade 9. Notably, relational aggression was associated with internalizing problems, but not with externalizing problems, through relational victimization for both boys and girls. Overt aggression in Grade 7 was significantly associated with externalizing problems in Grade 9, but overt victimization did not mediate this association. On the other hand, overt aggression did not predict internalizing problems in Grade 9, but the indirect effect of overt victimization was found in this association. The findings inform us of the need to intervene with at-risk youth, regardless of gender, who use relational aggression, experience potentially traumatic relational victimization, and subsequently exhibit high levels of mental health and behavioral problems in Japan.
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中学校進学前の不安への対処行動に関する記述データによる研究－小学校6年生時の記述と中学校1年生時の回想との比較－
中島義実・大西彩子・原田克巳
甲南大学紀要 文学編 174 125 - 133 2024.3
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Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health Reviewed International coauthorship International journal
Kawabata, Y., Kinoshita, M., & Onishi, A.
School Psychology 2024.2
Joint Work
Publisher： American Psychological Association
School enjoyment, as a measure of how much adolescents enjoy or value their school experience, has been extensively studied in Western cultures. However, our knowledge of school enjoyment, and particularly its changes and trajectories among adolescents living in non-Western cultures, is limited. The present study used 3-year longitudinal data to examine changes and trajectories in school enjoyment and their associations with social and relational factors, such as mental health problems and peer victimization, among Japanese middle school students. Participants were 281 Japanese students from two public middle schools (Time 1 Mage = 12.72, SD = .45, 50% female). Data included five time points at 6-month intervals (Grades 7–9). The growth curve model showed quadratic changes in school enjoyment overall; the mean of school enjoyment was relatively stable in Grades 7 and 8 but increased rapidly in Grade 9. In terms of individual differences in trajectories of school enjoyment, growth mixture modeling identified three distinct groups (i.e., groups of 44.8% increasing, 9.8% decreasing, and 45.4% stable). Compared to students in the other groups, students in the increasing group initially reported lower levels of mental health problems and experienced less relational and overt victimization. In contrast, the decreasing group reported higher levels of mental health problems and experienced more relational and overt victimization than the increasing group. The results inform us about the most adaptive group, which continued to show high levels of school enjoyment, and the most maladaptive group, which initially had lower levels of school enjoyment and decreased their levels over time. The latter group of students is at risk and requires immediate intervention.
Books and Other Publications 【 display / non-display 】
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学級における子どもの対人的問題ーいじめ / 学級経営の心理学 子どもと教師がともに成長するために
大西彩子（第4章）/ 弓削洋子・越良子（編著）（ Role： Sole author）
ナカニシヤ出版 2024.9 （ ISBN:9784779518188 ）
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よく分かる！教職エクササイズ 教育相談 / 第４講 学校における諸課題とその対応①いじめ
大西彩子（第４講）森田健宏・吉田佐治子（編著）（ Role： Sole author , 第４講 学校における諸課題とその対応①いじめ）
ミネルヴァ書房 2024.3
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応用心理学ハンドブック/第4章教育と応用心理学
大西彩子/応用心理学ハンドブック編集委員会, 藤田 主一他（ Role： Contributor , Topic 15：いじめアンケートを活用したいじめ防止）
福村出版 2022.9
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子どもの心と学校臨床第18号 特集学校のアセスメント入門：いじめのアンケートを作る・読む・活用する
伊藤亜矢子編（大西彩子 p 81~p 89)（ Role： Joint author）
遠見書房 2018.2
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精神医療からみたわが国の特徴と問題点－メンタルクリニックの果たすべき役割－：いじめ被害/加害の影響
原田誠一（大西彩子 p66-p71)（ Role： Joint author）
中山書店 2017.12 （ ISBN:978-4-521-74008-9 ）
Presentations 【 display / non-display 】
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日本企業における道徳不活性化の定量的研究
北居明・大西彩子
経営行動科学学会 第27回年次大会 (大阪公立大学) 2024.11 経営行動科学学会
Event date： 2024.11
Country：Japan
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発達障害児・者を育てる母親のBenefit Findingとソーシャルサポートとの関連 ー親の会の所属の有無による多母集団同時分析を用いてー
毛利靖子・大西彩子
日本LD学会第30回大会 (神奈川) 2021.12 日本LD学会
Event date： 2021.12
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中学生のいじめられ場面での教師へのサポート期待
大西彩子
日本社会心理学会第50回大会、日本グループダイナミクス学会第56回大会合同大会 (大坂大学) 2009.10 日本社会心理学会、日本グループダイナミクス学会
Event date： 2009.10
Country：Japan
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いじめられ場面での小学生の教師へのサポート期待
大西彩子・権貞恩・柵木健志・中根綾香・大野恵・鈴木萌
日本教育心理学会第51回総会発表論文集, 351. (静岡大学) 2009.9 日本教育心理学会
Event date： 2009.9
Country：Japan
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Influence of student's teacher recognition on abuse.
Onishi, A., Krokawa, M., Yoshida, T.
The biennial meeting of the Society for Research in Child Development (Denver, Colorado) 2009.4 Society for Research in Child Development
Event date： 2009.4
Country：United States
Other Research Activities 【 display / non-display 】
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Cross-national data on victim rates:Testing predictions related to Hofsted dimensions
2015.11
Robinson,S.,Smith,PK.,&Onishi,A. BuildingBridges:
『Mobilising international interdisciplinary science to benefit societies』 -
いじめの加害、傍観、制止行動および被害経験と認知の歪みの研究
2015.10 - 2015.11
大西彩子
『日本社会心理学会第５６回大会発表論文集、』 -
中学校への進学時不適応の予防に必要な能力（４）－登校状況に着目してー
2015.8
原田克己・大西彩子中島義実
『日本教育心理学会第５７回総会発表論文集、P203』 -
A longitudinal examination of the effects of self-efficacy on preventing problem of peer relationship:transition from elementary to junior high school
2015.7
Onishi,A.,Nakashima,Y.,&Harada,K.,
『14th European Congress of Psychology』 -
中学校への進学時不適応の予防に必要な能力（３）－尺度項目の検討ー
2014.11
中島義実・原田克己・大西彩子
『日本教育心理学会第５６回総会発表論文集、P645』
Grant-in-Aid for Scientific Research 【 display / non-display 】
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多様な他者との共存・共生をめざして：社会的包摂のための基礎的研究
2024.4 - 2028.3
JSPS Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research(C)
大西彩子・池上知子・谷口あや・森茂起
Authorship：Principal investigator
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小学生、中学生のいじめと認知の歪みに関する研究
2016.4 - 2020.3
JSPS Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists(B)
大西彩子
いじめ加害者、傍観者の認知の歪みについての研究
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悉皆調査による中1ギャップ型不登校未然防止ツールの開発と活用
2015.4 - 2018.3
JSPS Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research(C)
中島義実・原田克巳・大西彩子
Authorship：Coinvestigator(s)
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いじめの傍観行動と援助行動に関する研究
2012.4 - 2016.3
JSPS Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists(B)
大西彩子
本研究では、中学校を対象に、集団要因として、いじめに対する学級集団の規範的圧力と教師の規範的圧力を、個人要因として、いじめに対する個人規範と問題解決能力を取り上げ、それらがいじめの傍観行動と被害者への援助行動に与える影響について明らかにすることを目的とする。
Other External funds procured 【 display / non-display 】
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組織における道徳の不活性化の研究
2023.4 - 2025.3
甲南大学 総合研究所研究奨励助成金 総合研究所研究奨励助成金
Authorship：coinvestigator
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いじめ加害者の心理学―学級でいじめが起こるメカニズムの研究
2014.3 - 2015.2
その他財団等 伊藤忠兵衛基金出版助成
Joint and Contract research activities (Public) 【 display / non-display 】
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悉皆調査による中１ギャップ型不登校未然防止ツールの開発と活用
Domestic Joint Research
2015.4 - 2018.3
中島義実
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犯罪の被害と加害を防ぐ家庭と少年へのサポート・システムの構築に関する研究
Joint Research on Campus
2009.10 - 2013.3
生物学的な脆弱性を抱える子どもは、成長過程のなかでの虐待などの被害を受けやすく、虐待などの被害体験が加害・触法行為に関連するということが昨年度の企画調査から明らかになっている。本プロジェクトでは、まず加害少年の被害の影響を中核に心理メカニズムや家族背景を、発達障害などの生来の脆弱性を有する少年を主たる対象として解明し、心理的社会的介入の効果の検証を行う。次に、生物学的な脆弱性をもつ少年が、被害を受けることなく地域で安定した生活を送ることを可能にするため、家族と少年のための治療教育的プログラムを開発し、そうしたプログラムの知見を弁護士や保護司等の関係者が理解したうえで少年の更生への取り組みと、少年の包括的な被害予防が可能になるための地域サポート・システムの構築を目的とする。
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ネット上における「いじめ」の研究
Domestic Joint Research
2009.4 - 2013.3
携帯電話を介してインターネット上のツールを利用するなどの方法で、他者に不安や怒りなどの不安感を与えることによって生じるいじめの予防・解消に役立つソフト・ハードを開発す。
Preferred joint research theme 【 display / non-display 】
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心理教育の開発など
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学校適応に関する問題
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いじめ・非行に関する問題
Committee Memberships 【 display / non-display 】
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2020.7 - 2021.3 神戸市教育委員会 「教員間ハラスメント事案に係る再発防止検討委員会」委員
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2010.4 神戸市教育委員会 「通常の学級におけるLD等への特別支援」巡回相談員
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2010.4 - 2011.3 兵庫県私立幼稚園協会 特別支援教育アドバイザー
Social Activities 【 display / non-display 】
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令和６年度なごや子ども応援委員会職員研修講師「いじめが発生しやすい環境とは －生起メカニズムの理解と対応－」
Role(s)： Lecturer
名古屋市教育委員会 2024.9
Audience： Teachers
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神戸市立長峰中学校教員研修講師「通常学級に在籍する生徒の発達支援」
Role(s)： Lecturer
2024.8
Audience： Teachers
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令和６年高等学校中堅教諭等資質向上研修講師「通常学級における発達障害の理解と教育相談」
Role(s)： Lecturer
2024.8
Audience： Teachers
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令和６年高等学校中堅教諭等資質向上研修講師「いじめの集団要因の理解と予防」
Role(s)： Lecturer
兵庫県立総合教育センター 2024.8
Audience： Teachers
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神戸市立本山第三小学校教員研修講師「不器用な子どもへの支援－具体的な指示の重要性－」
Role(s)： Lecturer
2024.7
Audience： Teachers
Qualification acquired 【 display / non-display 】
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Certified Public Psychologists
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Clinical Psychologist