Papers - ONISHI Ayako
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未来社会工学試論 (2) －再犯抑止へのエピゲノム応用素描－
栗田宣義, 向正則, 阿部真大, 石川路子, 大西彩子, 笹倉香奈, 関めぐみ, 山本常夏, 渡邉順司
甲南大學紀要 文学編 ( 175 ) 99 - 103 2025.3
Publisher：甲南大学文学部
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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 40 379 - 387 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.
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A longitudinal study of forms of peer victimization and internalizing problems in adolescence Reviewed International coauthorship International journal
Kawabata, Y., Kinoshita, M. & Onishi, A.
Research on Child and Adolescent Psychopathology 52 983 - 996 2024.2
Joint Work
Publisher：Springer
The present study examined developmental changes in forms of peer victimization and longitudinal associations between forms of peer victimization and internalizing problems among Japanese adolescents. Participants were 271 students (Time 1 M age = 12.72, SD = 0.45, 50% girls) from 9 classrooms and 2 public middle schools in Japan. Data were collected at five time points from 7th to 9th grade. Growth curve modeling (GCM) of mean changes indicated that relational victimization and internalizing problems decreased over three school years. Overt victimization first decreased and then remained relatively constant toward the end of the assessment. In addition, the results of the Random Intercept Cross-Lagged Panel Model (RI-CLPM) indicated that the random intercept of relational victimization was positively and strongly correlated with that of internalizing problems. Although the random intercept of overt victimization was positively correlated with that of internalizing problems, the effect size was small to moderate. In general, there were no significant within-person changes between relational and overt victimization and internalizing problems. However, some exceptions were noted towards the end of middle school, such that higher relational victimization was associated with increases in internalizing problems, which in turn led to more relational victimization. There were no gender differences in the above trajectories or in the transactional models. The findings regarding at-risk youth who are vulnerable to relational and overt victimization are discussed from clinical, cultural, and developmental perspectives.
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中学校進学前の不安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 173 145 - 150 2023.3
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青年の選択的道徳不活性化の研究
大西彩子・木下雅博
甲南大学教育学習支援センター紀要 ( 7 ) 59 - 66 2022.3
Authorship：Lead author
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Development of the Play Experience Scale Reviewed
Japanese Journal of Applied Psychology 43 ( 1 ) 1 - 10 2017.9
Joint Work
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Moderating effects of relational interdependence on the association between peer victimization and depressive symptoms Reviewed International coauthorship International journal
Yoshito Kawabata, Ayako Onishi
Child Psychiatry & Human Development 48 214 - 224 2017.4
Joint Work
DOI： 10.1007/s10578-016-0634-7
Other Link： https://link.springer.com/article/10.1007/s10578-016-0634-7
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Effects of play on children's social behavior : Focusing on playfulness and impulse control. Reviewed
Japanese journal of applied psychology 42 ( 3 ) 209 - 219 2017.3
Joint Work
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Student problems referred for guidance and counseling, cell phone regulations, and high school student's dependence on their cell phones : Questionnaire results from high school teachers and students. Reviewed
The Japanese journal of educational psychology 64 ( 4 ) 518 - 530 2016.12
Joint Work
DOI： 10.5926/jjep.64.518
Other Link： https://www.jstage.jst.go.jp/article/jjep/64/4/64_518/_article/-char/ja/
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On-line networks and peer acceptance in high school students Reviewed
Masayuki Kurokawa, Koji Mishima, Ayako Onishi, Masaru Honjo, Kumi Yoshitake, Toshikazu Yoshida
Tokai Psychological Association 9 11 - 19 2015.3
Joint Work
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Face-to-face (FTF) communication and social networking services (SNS) communication among freshmen in college
15 55 - 62 2015.3
Joint Work
DOI： 10.18910/54427
Other Link： http://ir.library.osaka-u.ac.jp/dspace/handle/11094/54427
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高校生の書き込み内容と友人関係の適応との関連－感性分析を用いたテキストマイニングによる検討－
黒川雅幸・三島浩路・大西彩子・本庄勝・吉武久美・中村海・橋本真幸・長谷川亨・吉田俊和
福岡教育大学紀要, 第４分冊（教職科編） 63 25 - 30 2014.2
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高校生の書き込み内容と友人関係の適応との関連 －感性分析を用いたテキストマイニングによる検討
・ 黒川雅幸・三島浩路・大西彩子・本庄勝・吉武久美・中村海・橋本真幸・長谷川亨・吉田敏和
福岡教育大学紀要，第４分冊（教職科編） 63 25 - 30 2014.2
Joint Work
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高等学校における携帯電話の規制に関する調査
・ 三島浩路・黒川雅幸・大西彩子・本庄勝・吉武久美・田上敦士・長谷川亨・吉田敏和
現代教育学研究紀要 6 23 - 28 2013.3
Joint Work
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Development of Teacher's Rating Scale for School Adaptation of Junior High School Students (TSSA-J) Reviewed
52 ( 3 ) 223 - 234 2012.9
Joint Work
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A mediating model of relational aggression, narcissistic orientations, guilt feelings, and perceived classroom norms. Reviewed International coauthorship International journal
Onishi, A., Kawabata, Y., Kurokawa, M., & Yoshida, T.
School Psychology International 33 367 - 390 2012.8
Joint Work
Authorship：Lead author
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Cognitive distortions and antisocial behaviour : An European perspective. International coauthorship
Gini, G., Camodeca, M., Caravita, SCS., Onishi, A., & Yoshizawa, H.
甲南大学紀要, 文学編. 161 209 - 222 2011.3
Joint Work
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中学生における自傷行為の経験率 単一市内における全数調査から（共著） Reviewed
岡田涼, 谷伊織, 大西将史, 中島俊思, 宮地泰士, 藤田知加子, 望月直人, 大西彩子, 松岡弥玲, 辻井正次
精神医学 52 ( 12 ) 1209 - 1212 2010.12
Joint Work
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ネット上のトラブルや「いじめ」に関する報告－中学・高校生当時の体験を回想して－(共著）
三島浩路, 黒川雅幸, 大西彩子, 本庄勝, 吉武久美, 長谷川輝之, 長谷川亨, 吉田俊和
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） 57 61 - 69 2010.11
Joint Work
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いじめの個人内生起メカニズム－集団規範の影響に着目して－（共著） Reviewed
大西彩子, 吉田俊和
実験社会心理学研究 49 ( 2 ) 111 - 121 2010.2
Joint Work
Authorship：Lead author
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児童・生徒の教師認知がいじめの加害傾向に及ぼす影響 ―媒介要因としての学級規範と罪悪感―（共著） Reviewed
大西彩子・黒川雅幸・吉田俊和
教育心理学研究, 52 ( 3 ) 324 - 335 2009.9
Joint Work
Authorship：Lead author
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準拠集団規範がいじめ加害傾向に及ぼす影響―準拠枠としての仲間集団と学級集団―（共著）
黒川雅幸・大西彩子
福岡教育大学紀要 ( 58 ) 49 - 59 2009.2
Joint Work
福岡教育大学紀要第４分冊(教職科編)
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中学校のいじめに否定的な仲間集団の規範について（共著） Reviewed
大西彩子・吉田俊和
応用心理学研究 33 ( 2 ) 84 - 93 2008.5
Joint Work
Authorship：Lead author
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中学校のいじめに対する学級規範が加害傾向に及ぼす効果 Reviewed
大西 彩子
カウンセリング研究 40 ( 3 ) 199 - 207 2007.10
Single Work
Authorship：Lead author
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遊戯療法としてのごっこ遊び－自閉傾向を持つ不登校児童との面接－
大西 彩子
京都教育大学心理教育相談室紀要 ( 2 ) 53 - 62 2006.3
Single Work
Authorship：Lead author
京都教育大学心理教育相談室.