SUMI Katsunori

写真a

Affiliation Department etc.

Department of Architecture, Civil Engineering and Industrial Management Engineering
Department of Architecture, Civil Engineering and Industrial Management Engineering

Title

Professor

Mail Address

E-mail address

Graduating School

  •  
    -
    1988.03

    Nagoya Institute of Technology   Faculty of Engineering   Graduated

Graduate School

  • 1988.04
    -
    1990.03

    Nagoya Institute of Technology  Graduate School, Division of Engineering  Master's Course  Completed

Degree

  • Nagoya Institute of Technology -  Master of Engineering

  • Nagoya Institute of Technology -  Doctor (Engineering)

External Career

  • 1990.04
    -
    1992.03

    Aichi Cancer Center  

Field of expertise (Grants-in-aid for Scientific Research classification)

  • Social systems engineering/Safety system

  • Educational psychology

  • Library and information science/Humanistic social informatics

  • Social psychology

  • Clinical psychology

 

Research Career

  • Relationships between Social Problem-Solving Ability and Communication Skills

    Individual   (not selected)  

    Project Year:  2008.04  -  Now

  • Interests and Orientations in Language Learning Motivation

    Collaboration in Japan   Grant-in-Aid for Scientific Research  

    Project Year:  2008.04  -  Now

  • Evaluation of Information Resources in Problem Solving Process

    Individual   (not selected)  

    Project Year:  2000.04  -  2008.03

  • Work-Family Interface

    Individual   (not selected)  

    Project Year:  1998.04  -  Now

  • Clarifying Occupational Stress

    Individual   (not selected)  

    Project Year:  1994.04  -  Now

  • Organizational Research on Work Commitment

    Individual   (not selected)  

    Project Year:  1994.04  -  2006.03

Papers

  • Reliability and construct validity of a new Japanese translation of the Subjective Vitality Scale

    Katsunori Sumi

    Psychology Applications & Developments VII ( inScience Press )    2021.12  [Refereed]  [Invited]

    Research paper (scientific journal)   Single Author

    The trait scale of the Subjective Vitality Scale (Ryan & Frederick, 1997) is a widely used self-report measure of subjective vitality as a characteristic of the individual. However, certain problems with two items included in the measure have been pointed out. Therefore, three versions with different items are currently used in research (i.e., the 7-item, 6-item, and 5-item versions). This study aimed to develop and validate a new Japanese translation (SVS-J) of these versions using a sample of 424 Japanese college students. Exploratory and confirmatory factor analyses supported the unidimensionality of the three versions. However, the one-factor structure provided a better fit to the data for the 5-item version than for the other versions. All the versions showed good internal consistency reliability (Cronbach’s alphas = .87 to .91) and test–retest reliability (rs = .79 to .80). The expected correlations with scores on the hedonic and eudaimonic well-being, self-esteem, and mental illness measures were found to be common to the versions, confirming the convergent validity of the SVS-J. These findings show little evidence of problems with items, indicating that the choice of version may be insignificant. The versions were shown to be reliable and valid trait scales of subjective vitality and to have almost the same utility.

  • Measurement invariance of the Scale of Positive and Negative Experience (SPANE) across 13 countries

    Jovanovic, V., Joshanloo, M., Carbonell. M. M., Caudek, C. Espejo, B. Esquiva, I. C., Krasko, J., Kyriazos, T., Piotrowski, J., Rice, S. P. M., Silva, A., J., Singh, K., Sumi, K., Tong, K., K., Yildirim, M., & Zemojtel-Piotrowska, M.

    Assessment ( Sage )  28   2021.06  [Refereed]

    Research paper (scientific journal)   Multiple Authorship

    The Scale of Positive and Negative Experience (SPANE) is widely used to measure emotional experiences, but not much is known about its cross-cultural utility. The present study evaluated the measurement invariance of the SPANE across adult samples (total N = 12,635; age range = 18-85 years; 58.2% female) from 13 countries (China, Colombia, Germany, Greece, India, Italy, Japan, Poland, Portugal, Serbia, Spain, Turkey, and the United States). The original two-factor model of the SPANE provided an acceptable fit in most countries, except Colombia, Spain, and Turkey, in which adequate fit was achieved by adding correlated residuals. The weakest negative correlations between positive and negative affect were found in East and South Asian countries, whereas negative correlations were largest in Germany and Turkey. Configural and partial scalar invariance of the SPANE were supported. Three items capturing specific negative emotions (sad, afraid, and angry) were found to be culturally non-invariant. Our findings suggest that the SPANE’s positive emotion terms and general negative emotion terms (e.g., negative, unpleasant) might be more suitable for cross-cultural studies on emotions and well-being, whereas caution is needed when comparing countries using the SPANE’s specific negative emotion items.

  • Attention to and support of students' basic psychological needs among Arabic language teachers at Japanese universities

    Sumi, K. & Sumi, A. M.

    Global Culture Review ( Korea Association of Global Culture )  12 ( 1 ) 79 - 95   2021.04  [Refereed]

    Research paper (scientific journal)   Multiple Authorship

    Although scientific research on Arabic language teaching and learning in Japan is gradually emerging, there is still little knowledge about the characteristics of Arabic language teachers in Japanese universities that influence Arabic language teaching and learning. Based on self-determination theory, it can be assumed that the satisfaction of basic psychological needs (need satisfaction) can favorably affect self-determined motivation and learning outcomes in students. Therefore, it is crucial that teachers provide support for need satisfaction (need support) to their students. The present study aimed to examine the attention to and support of students' basic psychological needs (i.e., autonomy, competence, and relatedness) among Arabic language teachers at Japanese universities. A self-reported questionnaire was anonymously administered to 22 Arabic language teachers at Japanese universities. All the teachers were Japanese, and were not native Arabic speakers. The teachers were estimated to make up at least 30% of all the Arabic language teachers at Japanese universities. The results of the statistical analysis showed statistically significant differences in the teachers' attention to students' competence and the teachers' support of students' competence between scores for each measure and the midpoint of the scale. However, these differences were slight. In addition, there were positive correlations between scores for the teachers' attention to and support of the same basic psychological need. The results of this study will advance the knowledge on the characteristics of Arabic language teachers necessary for improving Arabic language teaching and learning in Japan.

  • The mutual influence of well-being and social problem-solving: An analysis of longitudinal data from colege students

    Katsunori Sumi

    Journal of Educational and Health Science ( Japanese Society of Education and Health Science )  66 ( 1 ) 37 - 46   2020.08  [Refereed]

    Research paper (scientific journal)   Single Author

  • The effects of basic psychological need satisfaction on Arabic acquisition in a intensive Arabic camp in Japan

    Sumi, A. M., Sumi, K.

    Global Culture Review ( Korea Association of Global Culture )  11 ( 1 ) 37 - 57   2020.03  [Refereed]

    Research paper (scientific journal)   Multiple Authorship

    The purpose of this study is to investigate effects of the satisfaction of basic psychological needs (competence, autonomy, and relatedness) on academic performance during the Intensive Arabic Camp in Rurikei. The Camp activities ran for approximately one week in 2015 and again in 2016 in Rurikei, a suburb of Kyoto, Japan. One of the goals was to offer the participants basic psychological need satisfaction, as defined by the self-determination theory. Academic performance during the Camp was measured using the results of written and oral examinations, which were conducted before and after the Camp. The authors’ previous studies show that the participants’ need satisfaction generally increased due to the methods utilized in the Camp (Sumi & Sumi, 2019). Data were gathered from 95 participants in the Camp, who were mostly university students in Japan.
    The results showed that the written examination scores from after the Camp were positively affected by the satisfaction of autonomy and competence during the Camp. The oral examination scores from after the Camp were positively affected by the satisfaction of competence and relatedness during the Camp. These results suggest that the methods used within the Camp to increase need satisfaction also may enhance the participants’ motivation to learn Arabic, which in turn elevates the degree of their academic performance.

  • The Arabic Learning Motivation Questionnaire: Development of a New Japanese Measure Based on Self-Determination Theory

    Sumi, K., & Sumi, A. M.

    Psychology   10 ( 16 ) 2209 - 2223   2019.12  [Refereed]

    Research paper (scientific journal)   Multiple Authorship

    The purpose of this study was to develop a new measure of motivation for Arabic learning, called the Arabic Learning Motivation Questionnaire (ALMQ), based on the self-determination theory. The ALMQ was constructed based on the Academic Motivation Questionnaire, which is a measure of academic motivation in Japanese university students, and has 15 items. The reliability and construct validity of the ALMQ were examined in a sample of 448 Japanese university students, who learn Arabic, but are not Arabic majors. Both exploratory and confirmatory factor analyses of the items fully supported the five subscale structure corresponding to the different forms of motivation that were proposed by self-determination theory: amotivation, external regulation, introjected regulation, identified regulation, and intrinsic motivation. Internal consistency reliabilities of the subscales were excellent (αs = .86 to .90). The test–retest reliability over four weeks was also adequate for a sub-sample of 214 participants (rs = .69 to .79). The construct validity for the ALMQ was supported by relationships to subjective learning out-comes and the simplex structure between the ALMQ subscales. As expected, the relationships with subjective learning outcomes and forms of motivation varied depending on the degree of self-determination. In addition, correlational patterns between the subscale scores showed the theoretically expected simplex structure. The ALMQ is expected to be utilized as a suitable measure for understanding the motivations of Japanese learners of Arabic.

  • The Japanese Translation of the Meaning in Life Questionnaire-Short Form: Reliability and Construct Validity

    Sumi, K.

    Psychology   10 ( 16 ) 2266 - 2276   2019.12  [Refereed]

    Research paper (scientific journal)   Single Author

    The purpose of this study was to evaluate the reliability and construct validity of a Japanese translation of the Meaning in Life Questionnaire – Short Form (MLQ-SF-J), a brief self-report measure of the presence of meaning in life. Data was collected from two samples of 382 Japanese college students (177 women, 205 men; mean age = 20.92 years, SD = 0.66) and 407 Japanese adult workers (196 women, 211 men; mean age = 38.83 years, SD = 9.88). Exploratory factor analysis clearly supported the expected one-factor structure of the MLQ-SF-J in both samples. The MLQ-SF-J was found to have good internal consistency reliabil-ity in both samples (αs = 0.80 and 0.86) and 4-week test–retest reliability in the student sample (r = .70). As expected, moderate correlations with hedonic well-being scores and high correlations with the eudaimonic well-being scores were generally found common to both samples. Correlations between scores on the MLQ-SF-J and purpose in life scale were also high as expected. The MLQ-SF-J was found to be a reliable and valid measure, useful in a large scale research on purpose in life in the Japanese population.

  • The Learning Effects of a Short-Term Intensive Arabic Camp: An Examination of the Satisfaction of Three Basic Psychological Needs Based on the Self-Determination Theory

    Sumi, A. M. & Sumi, K.

    Global Culture Review ( Korea Association of Global Culture )  10 ( 1 ) 91 - 109   2019.03  [Refereed]

    Research paper (scientific journal)   Multiple Authorship

    The Arabic Intensive Camp in Rurikei (Camp) is an Arabic intensive program that was held for one week in 2015 and 2016, in Rurikei, which is in the suburbs of Kyoto, Japan. This intensive program was designed to increase participants' satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness) which can be applied for successful learning as defined within the self-determination theory. The purpose of this study is to examine how much the Camp satisfied the participants' basic psychological needs. The data were collected from a total of 95 participants in two Camps, who were mostly students in universities in Japan. All the participants answered open questions as to the basic psychological needs before and after the Camp. The results indicate that the needs satisfactions ratings during the Camp were statistically significantly higher (p < 0.01) than those before the Camp. A part of Pearson correlations between the rating scores were statistically significant. These results suggest that the support for the needs satisfaction within the Camp was appropriate; accordingly, in this sense, the purpose of the Camp was accomplished. The implications of the results and some hints to improve Arabic instruction in universities in Japan are discussed.

  • Effects of Social Problem-solving on Academic Motivation: An Examination of Longitudinal Data

    Katsunori Sumi

    Journal of Educational and Health Science ( Japanese Society of Education and Health Science )  64 ( 3 ) 233 - 241   2019.02  [Refereed]

    Research paper (scientific journal)   Single Author

  • The Japanese translation of the Life Engagement Test: Reliability and construct validity in a college student population and a working adult population

    Katsunori Sumi

    International Journal of Psychology and Behavior Analysis   4 ( 1 ) 136 - 140   2018.01  [Refereed]

    Research paper (scientific journal)   Single Author

    The Life Engagement Test is a self-report measure of purpose in life. The purpose of the present study was to examine the reliability and construct validity of a Japanese translation of the Life Engagement Test (LET-J) in two samples of 409 Japanese college students (166 women, 263 men; mean age = 21.07 years, SD = 1.14) and 439 adult workers (232 women, 207 men; mean age = 39.79 years, SD = 11.23). The LET-J was found to have acceptable internal consistency reliability in both samples (αs = .82 to .86) and test–retest reliability in the student sample (r = .76). Exploratory factor analysis and subsequent confirmatory factor analysis supported the expected one-factor structure of the LET-J in both samples. The expected correlations with scores on the hedonic and eudaimonic well-being measures were generally found common to both samples, supporting the discriminant and convergent validity of the LET-J. The LET-J was shown to be a useful measure that will certainly contribute to research on purpose in life in the Japanese population.

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Books

  • Science, Technology, Society & Sustainable Development in Tunisia and Japan

    Sumi, A. M., & Sumi, K. (Part: Multiple Authorship ,  Orientation for Learning Arabic among Arabic Major Students at a Japanese University: The Influences of Demographic Factors )

    Springer  2021.04 ISBN: 9783319712758

    This study aimed to examine the influences of demographic factors on orientations for learning Arabic among Arabic major students. The demographic factors studied included sex, academic year, period of learning Arabic, and the experience of having stayed in Arab regions. The participants were 261 Arabic major students at a Japanese university. They completed a questionnaire, namely, the 15-item Orientation for Learning Arabic Scale, which assesses five types of orientation: integrative, instrumental, friendship, travel, and knowledge orientations. There were several statistically significant demographically based differences between the various groups of Arabic students with regard to the types of orientation for learning Arabic. In general, sex and the experience of having stayed in Arab regions had weaker influences on the orientations, whereas academic year and period of learning Arabic had greater influences on them. The female students had higher friendship and knowledge orientations than did the male students. Arabic major students who had stayed in Arab regions had a greater desire to obtain knowledge about the Arabs than did those who had never stayed in an Arab region. On the other hand, it was found that, in general, the lower the academic year or the shorter the period of learning Arabic, the greater was the orientation for learning Arabic. In the future, it would be desirable to compare the influences of demographic factors on the orientations of Arabic major students with those of non-Arabic major students, who account for a higher proportion of Arabic learners at Japanese universities.

  • Psychology Applications & Developments VI

    Sumi, K. (Part: Single Author ,  Basic psychological need satisfaction in Arabic learning: Development and validation of a new measure for Arabic learners in Japan [査読あり] )

    inScience Press  2020.12

    The present study developed and validated a new 9-item measure called the Basic Psychological Need Satisfaction of Arabic Learners Scale (BPNSALS). The scale was designed to assess the satisfaction of three basic psychological needs (i.e., autonomy, competence, and relatedness), which is central to self-determination theory (SDT), of Arabic learners in Japan. A total of 314 students taking Arabic courses in Japanese universities participated in a study to examine the reliability and construct validity of the BPNSALS. Both exploratory and confirmatory factor analyses of the BPNSALS items confirmed the subscale structure corresponding to the three basic psychological needs. Each BPNSALS subscale showed adequate internal consistency (Cronbach’s alpha) and temporal stability over 4 weeks. The construct validity of the BPNSALS was provided by support for the hypothesized relationships with the different forms of Arabic learning motivation proposed by SDT, the self-determination of motivation, and Arabic learning outcomes, namely, satisfaction, subjective comprehension, and subjective achievement. Based on the findings, the study concluded that the BPNSALS is useful for assessing basic psychological need satisfaction in Japanese learners of Arabic.

  • Positive psychology and positive education in Asia: Understanding and fostering well-being in schools

    Sumi, K., & Sumi, A. M. (Part: Multiple Authorship ,  Need support and need satisfaction in Arabic language classes in Japanese universities from the viewpoint of self-determination theory [査読有り] )

    Springer  2020.12

    According to the self-determination theory, teachers’ support for the satisfaction of students’ basic psychological needs is valuable in promoting students’ well-being. However, most Japanese university teachers, especially Arabic language teachers, seem to perform support behaviors to facilitate student motivation and achievement in class rather than their well-being. This study mainly aimed to examine the influence of Arabic language teachers’ support (need support) on Arabic language students’ satisfaction (need satisfaction) in Japanese universities using longitudinal data. Additionally, a new measure to assess Arabic language students’ perceived need support was created. The results of the analysis of the data from 324 Arabic language students showed a positive relationship between perceived need support and further need satisfaction. The results also provide preliminary support for the new scale of perceived need support as a reliable and valid measure. Limitations of the study, directions for future research, and implications for Arabic language teachers’ need support are discussed.

  • Handbook for Arabic language teaching professionals in the 21st century, Volume II

    Sumi, A. M., & Sumi, K. (Part: Allotment Writing ,  Chapter 3 (pp.20-37) Arabic Language Instructions and Learers in Japan )

    Routledge  2018.01 ISBN: 9781138934771

    Arabic has been taught in formal education in Japan for the past 90 years. Arabic instruction is mainly conducted within the sphere of higher education in Japan, where the most important L2 (i.e., second language) is English. This chapter is an investigation of both the history of Arabic teaching and learning in Japan, and an analysis of the current situation. For data, official statistics, data originally obtained by inquiry, and original survey data were used. Also, we include parts of the authors’ previous studies. The focus is core issues concerning the actual condition of Arabic instruction in Japan, and a discussion of the strengths and limitations of current practices. Future directions in the field are also proposed.

  • Problem-Solving: Strategies, Challenges and Outcomes

    Katsunori Sumi (Part: Allotment Writing ,  Chapter 8 (pp. 155-176) Characteristics of Social Problem-Solving Ability in Relationship to Reflectivity-Impulsivity, Need for Cognition, and Communication Skills )

    Nova Science Publishers  2016.08 ISBN: 9781634855136

    Life is a series of coping with a variety of problems. Major or minor problems arise for us all the time, and our life is filled with them. These problems make incessant demands on us to treat and solve them. Thus, we need to engage constant problem-solving in daily life. Real-life problems vary in difficulty in solving, from extremely easy for anyone to eternally unsolvable. When coping with solvable problems, our ability to solve such problems is of great import. In this chapter, the ability for solving problems in our day-to-day lives, called social problem-solving, is addressed.

  • New Psychological Tests and Testing Research

    (Part: Allotment Writing )

    Nova Science Publishers  2007.04 ISBN: 160021570X

  • College Students: Mental Health and Coping Strategies

    (Part: Allotment Writing )

    Nova Science Publishers  2006.04 ISBN: 1594548382

  • Study on relationships between work commitment and stress

    (Part: Single Author )

    2006.01 ISBN: 4759915273

  • Focus on Gender Identity

    (Part: Allotment Writing )

    Nova Science Publishers  2005.04 ISBN: 1594542120

Review Papers

  • Research on the formulation and effects of teaching methods that enhance learning motivation in Arabic language

    Sumi, A., & Sumi, K.

    Impact ( Science Impact Ltd )  2021 ( 4 ) 22 - 23   2021.04  [Invited]

    Introduction and explanation (commerce magazine)   Multiple Authorship

    Although Arabic language learners and opportunities for learning the language gradually increased in Japan from 1925 when formal Arabic education began until the beginning of the 21st century, there is little research on Arabic language teaching and learning. To fill this gap, Akiko Sumi, Kyoto Notre Dame University, Japan, is working to better understand the learning environment of the Arabic language and social characteristics of Arabic language learners in Japan. Her ultimate goal is to increase autonomous motivation for Arabic language learning among learners in Japan. Akiko Sumi specialises in Arabic literature and language and is collaborating with Professor Katsunori Sumi of the Graduate School of Engineering, Nagoya Institute of Technology, Japan, who specialises in applied psychology. Together, the two researchers are working to develop a new hypothetical model and refine instructional methods for teaching Arabic language. A psychological element of this work involves assessing the psychological characteristics of Arabic language learners in Japanese universities. The researchers also held an intensive Arabic language camp in Rurikei, Kyoto, at which around 100 students were offered an appropriate environment to support and satisfy autonomy, competence, and relatedness. The researchers are investigating Arab language learning as part of foreign language learning and second language acquisition, with a keen focus on learning motivation as this is a key factor influencing language learning and teaching.

Presentations

  • Influence of interest in Arab culture on autonomy in motivation among Arabic language learners in Japanese universities

    Sumi, A., Sumi, K.  [Invited]

    International Virtual Conference on Liberal Studies 2021  (online)  2021.09  -  2021.09  Universiti Kebangsaan Malaysia

  • The effects of satisfaction of basic psychological needs on Arabic acquisition in the Arabic short-term intensive camp

    Sumi, A., & Sumi, K.  [Invited]

    2019 Korean Association of Middle East Studies (KAMES) International Conference  (Pullman Grand Ambassador and Hankuk University of Foreign Studies)  2019.11  -  2019.11  Korean Association of Middle East Studies

  • Learning effects of Arabic short-term immersion camp: An examination of the satisfaction of three basic psychological needs based on the self-determination theory

    Sumi, A., & Sumi, K.  [Invited]

    2018 Korean Association of Middle East Studies International Conference  (Hankuk University of Foreign Studies)  2018.10  -  2018.10  Korean Association of Middle East Studies

  • Orientation for Learning Arabic among Arabic Major Students at a Japanese University: The Influences of Demographic Factors

    Sumi, A. & Sumi, K.

    チュニジア-日本 文化・科学・技術学術会議 (TJASSST 2015)  (University of Tsukuba)  2016.02  -  2016.02  Alliance for Research on North Africa (ARENA) and Center of Biotechnology of Borj Cedria (CBBC)

  • Interests and Motivation of Arabic Learners in Japan: A Comparative Study of Arabic Language, Non-Arabic Foreign Language, and Non-Foreign Language Major University Students

    Akiko M. SUMI, Katsunori SUMI

    第3回アルジェリア・日本学術会議  (Oran, Algeria)  2013.11  -  2013.11  University of Sciences and Technology of Oran, Algeria; and CANMRE and ARENA, University of Tsukuba, Japan

  • Skills and Knowledge Acquisition of Arabic Language in Japanese University Classes: Differences in Nine Elements between Desire of Students and Emphasis in Class among Non-Arabic Major Students.

    Akiko Sumi, Katsunori Sumi

    第2回アルジェリア・日本学術会議  (Oran, Algeria)  2012.05  -  2012.05  University of Sciences and Technology of Oran, Algeria; and CANMRE and ARENA, University of Tsukuba, Japan

  • Skills and Knowledge Acquisition of Arabic Language in Japanese University Classes: Differences in Skills and Knowledge between Those Desired by Students and Those Emphasized in Class.

    Kantaoui Forum, The 10th Edition Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2009  2009.11  -  2009.11 

  • Motivation in Arabic Language Learning among Japanese Students: Triggers and Orientations.

    Kantaoui Forum, The 9th Edition, Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2008  2008.11  -  2008.11 

  • Interest and Motivation in Arabic Language Learning: The Role of Arabic Cultural Elements

    Kantaoui Forum, The 8th Edition, Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2007  2007.10  -  2007.10 

Academic Awards Received

  • The Promotion Award of the Japan Industrial Management Association

    1998.04    

    Winner: Katsunori Sumi

 
 

Social Contribution

  • Editorial board member

    Science Publishing Group  Humanities and Social Sciences  2017.07  -  Now

    Editorial board member

  • Editorial board member

    Journal of Positive Psychology & Wellbeing  2017.01  -  Now

    Editorial board member

  • Editorial board member

    Graphy Publications  International Journal of Psychology & Behavior Analysis  2016.07  -  Now

    Editorial board member