鷲見 克典 (スミ カツノリ)

SUMI Katsunori

写真a

所属学科・専攻等

社会工学教育類 経営システム分野
社会工学専攻 経営システム分野

職名

教授

メールアドレス

メールアドレス

ホームページ

http://sumi-lab.web.nitech.ac.jp/

出身大学

  •  
    -
    1988年03月

    名古屋工業大学   工学部   経営工学科   卒業

出身大学院

  • 1988年04月
    -
    1990年03月

    名古屋工業大学  工学研究科  修士課程  修了

取得学位

  • 名古屋工業大学 -  工学修士

  • 名古屋工業大学 -  博士(工学)

学外略歴

  • 1990年04月
    -
    1992年03月

      愛知県がんセンター   -

所属学会・委員会

  •  
     
     

    日本応用心理学会

  •  
     
     

    産業・組織心理学会

専門分野(科研費分類)

  • 社会システム工学・安全システム

  • 教育心理学

  • 図書館情報学・人文社会情報学

  • 社会心理学

  • 臨床心理学

 

研究経歴

  • Well-beingの諸側面と要因の探究

    個人研究   科学研究費補助金  

    研究期間:  2010年04月  -  現在

  • 社会的問題解決能力とコミュニケーション・スキルの関連

    個人研究  

    研究期間:  2008年04月  -  現在

  • 語学学習動機づけにおける興味と志向

    国内共同研究   科学研究費補助金  

    研究期間:  2008年04月  -  現在

  • 問題解決過程における情報源評価の研究

    個人研究  

    研究期間:  2000年04月  -  2008年03月

  • 仕事と家庭のインターフェイスの究明

    個人研究  

    研究期間:  1998年04月  -  現在

  • 職業性ストレスの解明

    個人研究  

    研究期間:  1994年04月  -  現在

  • ワークコミットメントの組織的研究

    個人研究  

    研究期間:  1994年04月  -  2006年03月

学位論文

  • ワーク・コミットメントとストレスの関係に関する研究

    鷲見克典

      1998年03月(年月日)  [査読有り]

    学位論文(博士)   単著

論文

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

    Katsunori Sumi

    Psychology Applications & Developments VII ( inScience Press )    2021年12月  [査読有り]  [招待有り]

    研究論文(学術雑誌)   単著

    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年06月  [査読有り]

    研究論文(学術雑誌)   共著

    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年04月  [査読有り]

    研究論文(学術雑誌)   共著

    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.

  • ウェルビーイングと社会的問題解決における相互影響性:大学生の短期縦断データを用いた検討

    鷲見克典

    教育医学 ( 日本教育医学会 )  66 ( 1 ) 37 - 46   2020年08月  [査読有り]

    研究論文(学術雑誌)   単著

    Well-being, which refers broadly to optimal psychological functioning and experience, has been generally conceptualized and operationalized from two perspectives: hedonism and eudaimonism. Social problem solving refers to the self-directed cognitive-behavioral process by which a person attempts to identify or discover effective and adaptive solutions for specific problems encountered in everyday life. Social problem-solving ability consists of two major components: problem orientation and problem-solving skills. Although it has been theoretically predicted that well-being and social problem-solving ability reciprocally influence each other, this reciprocal influence remains insufficiently examined. This study mainly examines the reciprocal influence through the application of a cross-lagged effects model using longitudinal data from college students. A total of 228 participants who were all college students (80 women, 148 men) completed questionnaires twice, four weeks apart. The questionnaires contained the Japanese versions of the following four scales: (1) the Satisfaction With Life Scale; (2) Scale of Positive and Negative Experience, which comprises the positive feelings scale and negative feelings scale; (3) the Flourishing Scale; and (4) the social problem-solving scale, which comprises the problem-solving self-efficacy scale and problem-solving skills scale. The cross-lagged effects models representing the hypothesized reciprocal influence were tested using structural equation modeling. The results support the hypothesis that life satisfaction or psychological flourishing and these two components of social problem-solving ability would reciprocally influence each other. In addition, there was reciprocal influence between the experience of positive feelings and problem-solving skills. Moreover, the experience of negative feelings influenced problem-solving skills, and problem-solving self-efficacy influenced the experience of negative feelings. There was no influence relationship between the experience of negative feelings and problem-solving self-efficacy. Implications of the findings, limitations of this study, and suggestions for future research are discussed.

  • 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年03月  [査読有り]

    研究論文(学術雑誌)   共著

    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年12月  [査読有り]

    研究論文(学術雑誌)   共著

    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年12月  [査読有り]

    研究論文(学術雑誌)   単著

    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年03月  [査読有り]

    研究論文(学術雑誌)   共著

    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.

  • 社会的問題解決が学習動機づけに及ぼす効果:縦断データによる検討

    鷲見克典

    教育医学 ( 日本教育医学会 )  64 ( 3 ) 233 - 241   2019年02月  [査読有り]

    研究論文(学術雑誌)   単著

    Academic motivation, as well as social problem-solving, is significant for college students. However, the relationship between the two constructs has been given only a little attention. The main purpose of this study was to assess the effects of social problem-solving on academic motivation by using longitudinal data. In this study, academic motivation was assessed based on the self-determination theory. Participants were 362 college students (mean age 20.45 years). The participants completed questionnaires twice, at Time 1 and Time 2, with a four-week interval. The questionnaires contained two scales: (1) the Japanese versions of the social problem-solving scale, which is comprises the social problem-solving scale and problem-solving skills scale, and (2) the academic motivation scale, which assesses the five regulatory styles, which refer to the types of motivation based on the self-determination theory. Hierarchical regression analyses were performed to examine whether social problem-solving was related to academic motivation in Time 2, even after controlling for age, sex, grade, and academic motivation in Time 1. The results showed that social problem-solving was a significant predictor of all the regulatory styles and autonomy for academic motivation. Of the two subscales of the social problem-solving scale, the scores on the problem-solving self-efficacy scale were positively related to scores for intrinsic regulatory style and autonomy for academic motivation. In contrast, the scores on the problem-solving skills scale were negatively related to scores for amotivation and controlled motivation, and positively related to scores for autonomous motivation and autonomy for academic motivation. Implications for the influence of social problem-solving on autonomy for academic motivation are discussed and suggestions for future research are made.

  • 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年01月  [査読有り]

    研究論文(学術雑誌)   単著

    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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著書

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

    Sumi, A. M., & Sumi, K. (担当: 共著 , 担当範囲: Orientation for Learning Arabic among Arabic Major Students at a Japanese University: The Influences of Demographic Factors )

    Springer  2021年04月 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. (担当: 単著 , 担当範囲: 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年12月

    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. (担当: 共著 , 担当範囲: 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年12月

    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. (担当: 分担執筆 , 担当範囲: Chapter 3 (pp.20-37) Arabic Language Instructions and Learers in Japan )

    Routledge  2018年01月 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 (担当: 分担執筆 , 担当範囲: 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年08月 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.

  • 名古屋工業大学経営工学50年のあゆみ

    50年のあゆみ編集委員会 (担当: 共編著 , 担当範囲: はじめに 他 )

    アイ・ティー・オー  2012年10月

  • 経営工学の新たなる挑戦

    鷲見克典 (担当: 編著 , 担当範囲: まえがき,第12章(pp.127-148) ワーク・ライフ・バランスとワーク・ファミリー・コンフリクト─現代における生活領域間の望ましい関係と課題─,その他 )

    三恵社  2011年10月 ISBN: 9784883619016

    編集部会代表.分担章(第12章 pp.127-148, ワーク・ライフ・バランスとワーク・ファミリー・コンフリクト─現代における生活領域間の望ましい関係と課題─)は現代における生活領域間の望ましい関係と課題を探究すべく,それぞれについての代表的概念であるワーク・ライフ・バランスとワーク・ファミリー・コンフリクトをとりあげ,総説し,特に後者に関する仮説の経験的検証を行った.

  • 経営システム工学への招待

    鷲見克典 (担当: 編著 , 担当範囲: 第8章(pp.122-141) )

    三恵社  2009年03月 ISBN: 9784883616909

    第8章 ストレスの発生と解消─測定尺度にみるストレス評定と対処─
     企業・組織にとって,従業員のストレスによる損失は深刻な規模に達しており,ストレスのマネジメントは大きな課題となっている。ストレスほど常に私たちの身近にありながら,姿を現すことなく,社会の安寧と個人の幸福を脅かしているものはない。人の背後に取り憑いて離れず,執拗に命を狙い続ける─ まさにストレスは社会に公然とはびこる幽鬼といえよう。ストレスの発生と解消に関する十分な理解は,現代の企業・組織,そしてすべての個人にとって必須である。
     この章では,主に知覚されたストレスと対処の測定方法を紹介することで,ストレスの発生のメカニズムと解消の方法について理解を深めることを目的としたい。
     そこで,まずストレスの理解と対策の重要性を再確認するために,ストレスによる社会的,経済的損失に関する最近の試算結果を紹介する。次に,ストレスのメカニズムを簡単に整理しながら,その発生と解消の鍵となるストレス評定(stress appraisal)とストレス対処(stress coping)について説明する。そして,ストレス評定と対処の詳細について,それらを測定するための尺度を具体例として参照しながら,解説をおこなう。また,日常語として使用されるストレスや対処に関する語句の意味についても触れていく。なお,ここで「ストレス評定」は「ストレスを評定すること」を意味するものではない点に注意してほしい。

  • 調べるためのウェブサイト評価:インターネット時代の情報リテラシー

    鷲見克典, 四谷あさみ (担当: 共著 )

    三恵社  2007年04月 ISBN: 9784883615391

     本書は,インターネット時代の情報リテラシーといえる,調べる目的で利用するウェブサイトに対する評価について考えることを目的とした。また,そうした評価を利用者自身が実施可能とするために開発された尺度WEI(Website Evaluation Inventory)の紹介を行った. 
     第1章では,ウェブサイトを含め,調べものをするときに広く利用されてきた情報源の性質についてまとめた.また,それぞれの比較もおこなった.ウェブサイト以外でとりあげる情報源は,レファレンスブックと電子資料であった.第2章では,第1章でとりあげた,調べるために利用される情報源の評価についてまとめ,それらを比較した.特に,ウェブサイトについては既存の評価手段を十分に把握しておくために,詳細なレビューをおこなった.第3章では,まず調べる目的で利用されるウェブサイトについて整理した.さらに,そうしたウェブサイトの評価手段が備えるべき要件や評価規準について検討した.その上で,WEIの質問項目や回答形式などが作成されるまでをまとめた.また,このWEIの利用方法,結果の解釈についても述べた.第4章と第5章では,WEIの有用性を確認するための研究結果を報告した.第4章はWEIの信頼性,第5章は妥当性に関する研究結果である.第6章の内容は,WEIを用いた2つの研究の紹介であった.はじめに情報ニーズがWEIによる評価におよぼす影響について,次にWEIの利用を通じた,情報源としてのウェブサイトに対する意識と知識の変化についての研究であった.最後の第7章では,本書のまとめとして,WEIの応用の可能性,課題,今後の展望について述べた.

  • New Psychological Tests and Testing Research

    Katsunori Sumi (担当: 分担執筆 , 担当範囲: Chapter 2 (pp. 35-61) Development and validation of the Coping Inventory for the Japanese (CIJ) )

    Nova Science Publishers  2007年04月 ISBN: 160021570X

    There exist few brief Japanese measures of coping that have adequate psychometric properties. The purpose of the present study was to develop and test the validity of a brief Likert-type scale measuring three dimensions of coping—cognitive approach, behavioral approach, and avoidance coping—in Japanese people. The developed measure was called the Coping Inventory for the Japanese (CIJ). The items of the preliminary inventory were selected from an initial item pool on the basis of the three dimensions of coping. The CIJ is composed of 15 items that were selected from among the preliminary inventory items on the basis of an item analysis of data derived from 318 college students. As a result of the factor analysis, a three-factor structure was confirmed. Each of the three factors constituted a subscale—the Cognitive Approach Coping Scale, the Behavioral Approach Coping Scale, and the Avoidance Coping Scale. The data supported that each subscale of the CIJ had acceptable internal consistency and test-retest reliability. As expected, the three-factor structure was again identified by a factor analysis of data from 167 college students. Intercorrelations between the subscale scores were significant but weak. The convergent validity of the CIJ was established through correlations between the scores on the CIJ and an existing coping scale that assesses almost the same construct as that assessed by the CIJ. It was found that the subscale scores on the CIJ were correlated in the expected direction with scores for social support, optimism, and self-esteem. In addition, the subscale scores were significantly correlated with the scores for subsequent perceived stress. Therefore, the CIJ has good construct validity.

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総説・解説記事

  • 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年04月  [依頼有り]

    総説・解説(商業誌)   共著

    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.

研究発表

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

    Sumi, A., Sumi, K.  [招待有り]

    International Virtual Conference on Liberal Studies 2021  (online)  2021年09月  -  2021年09月  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.  [招待有り]

    2019 Korean Association of Middle East Studies (KAMES) International Conference  (Pullman Grand Ambassador and Hankuk University of Foreign Studies)  2019年11月  -  2019年11月  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.  [招待有り]

    2018 Korean Association of Middle East Studies International Conference  (Hankuk University of Foreign Studies)  2018年10月  -  2018年10月  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年02月  -  2016年02月  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年11月  -  2013年11月  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年05月  -  2012年05月  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.

    Akiko M. SUMI, Katsunori SUMI

    Kantaoui Forum, The 10th Edition Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2009  (Hammamet,Tunisia)  2009年11月  -  2009年11月  Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST)

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

    Akiko M. SUMI, Katsunori SUMI

    Kantaoui Forum, The 9th Edition, Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2008  (Tunis, Tunisia)  2008年11月  -  2008年11月  Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST)

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

    Akiko M. SUMI, Katsunori SUMI

    Kantaoui Forum, The 8th Edition, Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST) 2007  (Tunis, Tunisia)  2007年10月  -  2007年10月  Tunisia-Japan Symposium on Society, Sciences and Technology (TJASSST)

学術関係受賞

  • 日本経営工学会論文奨励賞

    1998年04月   公益社団法人日本経営工学会   ワーク・コミットメントの4形態における弁別的妥当性  

    受賞者:  鷲見 克典

    本研究はワークコミットメント概念の明確化を行ったものとして高く評価され, 経営工学に重要な関連をもつ産業心理学,組織行動科学,労務管理の理論的発展 に寄与するものである.

科研費(文科省・学振)獲得実績

  • ワーク・コミットメントとストレスに関する研究

    研究成果公開促進費 (研究成果公開発表)

    研究期間:  2005年04月  -  2006年03月  代表者:  鷲見克典

    課題番号175194 学術図書「ワーク・コミットメントとストレスに関する研究」

 

その他教育活動及び特記事項

  • 2016年08月
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    女性技術者リーダー養成塾ゼミテキスト

  • 2015年07月
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    図書館連携のウェブによる文献DB探索演習

  • 2006年08月
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    工場長養成塾「気づきの心理ゼミ」テキスト

 

社会貢献活動

  • 学術雑誌編集委員

    2017年07月  -  現在

  • 学術雑誌編集委員

    2017年01月  -  現在

  • 学術雑誌編集委員

    2016年07月  -  現在

  • 名古屋市・名古屋工業大学連携シリーズ講座「研究最前線!大学の知を学ぶ」

    名古屋市教育委員会、名古屋工業大学  (イーブルなごや)  2016年05月  -  現在

    さようなら、ストレス~こころのストレスを理解して、ここち良い毎日~

  • ものづくり企業のための女性技術者リーダー養成塾

    名古屋工業大学ダイバーシティ推進センター  (名古屋工業大学)  2014年08月  -  現在

    リーダー養成講座

  • あいちの大学『学び』フォーラム

    愛知県教育委員会  あいちの大学『学び』フォーラム  (愛知東邦大学)  2013年10月  -  2013年10月

  • 工場長養成塾

    名古屋工業大学  2007年09月  -  現在

    気づきの心理ゼミ

  • 出前授業(出張講義,出張授業)

    高等学校  2007年05月  -  現在

    出前授業(出張講義,出張授業)講師