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Ohtani Kazuhiro

Faculty of Education　Education Psychology of EducationAssociate Professor

Researcher basic information

■ Degree
  • 博士（人間科学）, 大阪大学
■ URL
researchmap URLホームページURL■ Various IDs
J-Global ID■ Research Keywords and Fields
Research Keyword
  • 社会性
  • 学級環境
  • 小学生
  • 動機づけ
Research Field
  • Humanities & Social Sciences, Educational psychology, 動機づけ、社会性、メタ認知、学習方略、学級風土
■ Educational Organization

Career

■ Career
Career
  • Apr. 2025 - Present
    Hokkaido University, Faculty of Education, 准教授
  • Oct. 2020 - Mar. 2025
    Hokkaido University, 大学院・教育学研究院, 講師
  • Sep. 2015 - Sep. 2020
    Hokkaido University, 大学院・教育学研究院, 助教
  • Apr. 2011 - Aug. 2015
    Osaka University, 大学院・人間科学研究科, 助教

Research activity information

■ Awards
  • Nov. 2016, 日本心理学会, 特別優秀発表賞
    大谷和大
■ Papers
  • The association between peer group exclusivity and relational victimization among junior high school students: Focusing on the disincentives for forming interpersonal relationships outside the affiliated group
    Ohtani Kazuhiro; Suzuki Shuto; Shu Yue; Kato Hiromichi
    The Japanese journal of psychology, 96, 4, 207, 217, The Japanese Psychological Association, 25 Oct. 2025
    Japanese, Previous research has established a link between group exclusivity and relational victimization, pointing out that victims often have weaker relationships with outsiders, which potentially trapping them in harmful group dynamics and exacerbating internal conflicts. However, the specific mechanisms of relational victimization within exclusive groups remain underexplored. This study addressed this gap by distinguishing between "in-group relational inhibition" (preventing outsiders from joining the group) and "out-group relational inhibition" (hindering insiders from forming relationships with outsiders). A survey of 957 junior high school students revealed that only "out-group relational inhibition" was significantly related to in-group relational victimization, with no observed gender differences. This finding suggests that out-group relational inhibition hinders in-group relational victims from employing coping strategies such as joining new groups. Consequently, their vulnerability to further relational victimization may also increase.
  • Registered Report Stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school
    Ryo Ishii; Kou Murayama; Michiko Sakaki; Noriaki Fukuzumi; Shin-ichi Ishikawa; Naoki Nakazato; Kazuhiro Ohtani; Takashi Suzuki; Ayame Tamura; Ayumi Tanaka
    Contemporary Educational Psychology, 82, 102398, 102398, Elsevier BV, Sep. 2025
    Scientific journal
  • Perspectives on Research in Instruction, Learning, and Cognition:: Focusing on Motivation and Learning Defined by Social Contexts
    OHTANI KAZUHIRO
    The Annual Report of Educational Psychology in Japan, 64, 37, 47, The Japanese Association of Educational Psychology, 30 Mar. 2025, [Peer-reviewed], [Invited]
    Japanese, This article reviews research on instruction, learning, and cognition, with an emphasis on motivation and learning within social contexts. First, poster presentations from the 2024 annual meeting of the Japanese Educational Psychology Association were categorized. Second, recent research on learning within social contexts was examined in detail. The author discusses contextual effects, focusing on "learning with peers," "classroom (school) contexts," "contexts surrounding classrooms (schools)" and "family."

      Several studies addressed classroom contexts (e.g., classroom goal structures), while unique topics also emerged, such as the context surrounding classrooms, including club activities, psychological safety for teachers (e.g., teacher-parent relationships), and local communities. The article concludes by discussing its limitations and proposing future directions for educational psychology research in Japan.
  • Features of social motivation of adolescents with Autistic Spectrum Disorder : Survey Using the Japanese Version of the Social Motivation Interview
    若野 舞乃; 岡田 智; 大平 明人; 大谷 和大
    子ども発達臨床研究, 20, 35, 47, Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, 10 Jun. 2024
    Japanese, The social interest of children with autism spectrum disorder (ASD) may emerge later than their typically developing peers, often resulting in gaps in social skills and motivation between them and their non-ASD children. Consequently, their caregivers and teachers tend to focus predominantly on the difficulties and behavioral aspects of children with ASD, overlooking the internally psychological aspects regarding interpersonal relationships. This study aims to investigate the features of social motivation in adolescents with ASD and methods for assessing it. Interviews were conducted with six children with ASD and their families using the Social Motivation Interview (SMI). Qualitative analysis was performed using thematic analysis, resulting in the generation of eighteen subcategories and six themes. These subcategories were broadly categorized into aspects arising from ASD characteristics and those that emerged secondarily from experiences. The study reflects on the characteristics of social motivation in children with ASD and their assessment perspectives.
  • A Study on the Effects of Interventional Education on How to Send SOS for Junior High School Students: Comparison of Stress Management and Reciprocal Help Types
    EBATA Shingo; MATSUMOTO Takuma; OHTANI Kazuhiro; YAMAMURA Asayo
    Japanese Journal of School Psychology, 23, 2, 165, 179, Japanese School Psychology Association, 31 Mar. 2024, [Peer-reviewed]
    Japanese, The purposes of the present study were to implement two types of education on how to send SOS: Stress management type and Reciprocal help type, and to examine the effects of the programs. Participants were 102 first-year students at junior high school from three classes. They were assigned to three different programs, a stress management type class, a reciprocal help type class, and a waiting class. A self-report inventory before and after the intervention were compared and student’ impressions on the programs were analyzed. The results indicated that students in the stress management type class showed no significant change at the end of the program. In addition, students in the reciprocal help type class showed significant improvement only in self-efficacy scale for helping friends. However, their impressions after the program suggested the effectiveness of reciprocal help type intervention. The findings suggested that activities promoting reciprocal help in class and learning about anticipated benefits of seeking help are appropriate for teaching students on how to send SOS.
  • Reasons for learning in financially strained households : Association between household income and academic task values
    Nishikikawa Takumi; Ohtani Kazuhiro
    子ども発達臨床研究, 19, 187, 196, Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, 25 Mar. 2024
    Japanese
  • Transmission of Basic Psychological Need Satisfaction Between Parents and Adolescents: The Critical Role of Parental Perceptions
    Vanessa Kurdi; Noriaki Fukuzumi; Ryo Ishii; Ayame Tamura; Naoki Nakazato; Kazuhiro Ohtani; Shin-ichi Ishikawa; Takashi Suzuki; Michiko Sakaki; Kou Murayama; Ayumi Tanaka
    Social Psychological and Personality Science, 15, 2, 157, 169, SAGE Publications, Mar. 2024, [Peer-reviewed]
    English, Scientific journal, Although studies have documented the importance of basic psychological need satisfaction in parent–child relationships, a gap remains in understanding how parent and adolescent need satisfaction are associated. Using two longitudinal intergenerational data sets (200 parent–adolescent dyads and 408 mother–adolescent dyads; two waves), we examined whether (a) parents’ need satisfaction predicts adolescents’ need satisfaction (parental needs effect), (b) adolescents’ need satisfaction predicts parents’ need satisfaction (child’s needs effect), and (c) parental perception of adolescent’s need satisfaction predicts adolescents’ need satisfaction (parental perception effect). Findings from cross-lagged path models analogous to actor–partner interdependence models only supported parental perception effects: Parents’ T1 perception of their adolescent’s need satisfaction predicted their adolescent’s T2 self-reported need satisfaction, especially for autonomy and competence needs. Findings highlight the importance of parents’ perceptions, which may benefit the design of new interventions for basic psychological needs., 30355474
  • Children's study habits are predicted by their parents' learning strategy preferences
    Emily R. Lieder; Naoki Nakazato; Kazuhiro Ohtani; Ryo Ishii; Noriaki Fukuzumi; Michiko Sakaki; Shin-ichi Ishikawa; Takashi Suzuki; Kou Murayama; Ayumi Tanaka
    Learning and Instruction, 88, 101809, 101809, Elsevier BV, Dec. 2023, [Peer-reviewed]
    English, Scientific journal
  • Longitudinal Association between Maternal Autonomy Support and Controlling Parenting and Adolescents' Depressive Symptoms.
    Ayumi Tanaka; Ayame Tamura; Ryo Ishii; Shin-Ichi Ishikawa; Naoki Nakazato; Kazuhiro Ohtani; Michiko Sakaki; Takashi Suzuki; Kou Murayama
    Journal of youth and adolescence, 52, 5, 1, 16, 19 Jan. 2023, [Peer-reviewed], ［Internationally co-authored］, [International Magazine]
    English, Scientific journal, Most studies on autonomy support and controlling parenting rely on children's perceptions, despite the limitations of this approach. This study investigated congruency between autonomy support and controlling parenting reported by mothers and adolescents and their association with adolescents' depressive symptoms via basic psychological needs satisfaction. Participants included 408 Japanese mother-adolescent (Mage = 13.73, SD = 0.90, 52% female) pairs who completed a questionnaire at two time points four months apart. Results demonstrated low to moderate levels of mother-adolescent agreement. Cross-lagged regression models revealed that mothers' reported autonomy support positively predicted adolescents' basic psychological needs satisfactions, which was negatively associated with depressive symptoms. The independent roles of parenting reported by mothers and adolescents for adolescents' well-being were discussed.
  • Parental perception matters: Reciprocal relations between adolescents’ depressive symptoms and parental perceptions.
    Kazuhiro Ohtani; Ayame Tamura; Michiko Sakaki; Kou Murayama; Shin-ichi Ishikawa; Ryo Ishii; Naoki Nakazato; Takashi Suzuki; Ayumi Tanaka
    Journal of Counseling Psychology, 70, 1, 103, 118, American Psychological Association (APA), Jan. 2023, [Peer-reviewed], ［Internationally co-authored］, [International Magazine]
    English, Scientific journal, A large body of research has shown that parents play a vital role in the development of adolescents' depression. However, previous research has overlooked the effects of a potentially critical factor, namely, parental perceptions, and beliefs about adolescents' depression. The present study examined whether parental perceptions of an adolescent's depressive symptoms predict longitudinal changes in adolescents' symptoms (i.e., the parental perception effect). The longitudinal relationship between adolescents' depressive symptoms and parental perceptions of the adolescents' symptoms was analyzed in three independent groups of parent-adolescent pairs (in total N = 1,228). Parental perception and monitoring effects were found in Studies 1B and 2 only in the depressive mood subscale. While a decreased enjoyment subscale showed a perception effect in Study 1A, we obtained null results from other studies. We synthesized the results by applying meta-analytic structural equation modeling to obtain a more robust estimate. The analysis qualified both perception and monitoring effects in both subscales. Our results suggest that when parents believe that their adolescent child is depressed, adolescents are cognitively biased by their parental perceptions over time, resulting in more severe depressive symptoms. (PsycInfo Database Record (c) 2023 APA, all rights reserved)., 30355474
  • Impact of Teachers' Language Expression and Message Valence when Conveying Classroom‐Compliance Instructions
    Kazuhiro Ohtani; Asayo Yamamura
    Japanese Psychological Research, 08 Dec. 2021, [Peer-reviewed], [Lead author, Corresponding author]
    English, Scientific journal, 30355470;11341002
  • 日本版WISC-Ⅳ指標得点と検査行動及び発達障害特性の関連の検討
    岡田智; 仲田李江; 飯利知恵子; 大谷和大
    児童青年精神医学とその近接領域, 62, 4, 594, 609, Aug. 2021, [Peer-reviewed], [Last author]
    Scientific journal
  • Cognitive Profiles of Children With Autism Spectrum Disorder on the Japanese Version of WISC-IV::Subtypes Identified Using Factors From the Cattell-Horn-Carroll Theory
    Okada Satoshi; Iiri Chieko; Azumi Yuko; Ohtani Kazuhiro
    The Japanese Journal of Educational Psychology, 69, 3, 254, 267, The Japanese Association of Educational Psychology, 2021, [Peer-reviewed], [Last author]
    Japanese,

      After children with autism spectrum disorder (N=116; mean age, 9.37 years, SD, 2.63) completed the Japanese version of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the data were analyzed using confirmatory factor analyses to evaluate the goodness of fit and factor construction (factor loadings of subtests) based on the traditional WISC-IV 4-factor model, and the 5-factor model derived from the Cattell-Horn-Carroll theory: crystallized ability, fluid reasoning, visual spatial ability, short-term memory, and processing speed. The results indicated that although both models had high goodness of fit, the Cattell-Horn-Carroll model had better fit. With respect to factor construction, matrix reasoning loaded on visual spatial ability, rather than on fluid reasoning. This finding relating to factor construction is different from the results reported in studies done outside of Japan, but is consistent with the results of a previous study conducted on a standardized sample in Japan. Additionally, 5 clusters were extracted from the Cattell-Horn-Carroll model. The autism and Asperger profiles reported in previous studies were also identified in the present research. Furthermore, 2 clusters were identified, which were: (a) a cluster with relatively high scores on short-term memory, and (b) a cluster with relatively high scores on processing speed. Among those clusters, significant differences were found between the scores on visual spatial ability and the scores on fluid reasoning. These results suggest that this version of the Cattell-Horn-Carroll model may provide a more detailed understanding of individual differences among children with autism spectrum disorder than the WISC-IV model does.

  • Factor structure of the Japanese version of WISC-IV and WPPSI-III in the ASD group and clinical group : a multi-group confirmatory factor analysis
    Okada Satoshi; Ohtani Kazuhiro
    Annual Report of Research and Clinical Center for Child Development, 15, 1, 9, Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, 2021
    Japanese
  • Parental Motivational Perseverance Predicts Adolescents' Depressive Symptoms: An Intergenerational Analysis with Actor-Partner Interdependence Model
    Kazuhiro Ohtani; Kou Murayama; Ryo Ishii; Noriaki Fukuzumi; Michiko Sakaki; Shinichi Ishikawa; Takashi Suzuki; Ayumi Tanaka
    JOURNAL OF YOUTH AND ADOLESCENCE, 49, 1, 212, 227, Jan. 2020, [Peer-reviewed], [Lead author, Corresponding author]
    English, Scientific journal
  • 家庭の所有物を用いた中学生用簡易版社会経済的地位代替指標の作成
    石井僚; 村山航; 福住紀明; 石川信一; 大谷和大; 榊美知子; 鈴木高志; 田中あゆみ
    心理学研究, 90, 5, 493, 502, Dec. 2019, [Peer-reviewed]
    Japanese, Scientific journal
  • Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children
    Kazuhiro Ohtani; Ryo Okada
    SCHOOL PSYCHOLOGY INTERNATIONAL, 39, 5, 435, 453, Oct. 2018, [Peer-reviewed], [Lead author, Corresponding author]
    English, Scientific journal
  • 短縮版児童用不安尺度 (Short CAS) 日本語版作成の試み――青年を対象とした信頼性と妥当性の検討――
    石川信一; 石井僚; 福住紀明; 村山航; 大谷和大; 榊美知子; 鈴木高志; 田中あゆみ
    不安症研究, 10, 1, 64, 73, Oct. 2018, [Peer-reviewed]
    Japanese, Scientific journal
  • Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance
    Kazuhiro Ohtani; Tetsuya Hisasaka
    METACOGNITION AND LEARNING, 13, 2, 179, 212, Aug. 2018, [Peer-reviewed], [Lead author, Corresponding author]
    English, Scientific journal
  • Emphasis on classroom social goals affects psychological reactance and intention to share the goals
    Kazuhiro Ohtani; Asayo Yamamura
    Shinrigaku Kenkyu, 88, 5, 499, 503, Japanese Psychological Association, 30 Sep. 2017, [Peer-reviewed]
    Japanese, Scientific journal
  • Children's Perceptions of the Classroom Social Goal Structures and Cooperative Learning : A Motivational Process
    岡田 涼; 大谷 和大
    パーソナリティ研究, 25, 3, 248, 251, 日本パーソナリティ心理学会, Mar. 2017
    Japanese
  • Relation between classroom social goal structures and academic motivations: Peer learning as a mediator
    Kazuhiro Ohtani; Ryo Okada; Motoyuki Nakaya; Takamichi Ito
    Japanese Journal of Educational Psychology, 64, 4, 477, 491, Japanese Association of Educational Psychology, 2016, [Peer-reviewed]
    Chinese, Scientific journal
  • Cultural preferences in online learning environments: How Japanese and American university students evaluate 3-dimensional learning spaces?
    Kazuhiro Ohtani; Paul Wallace; Yousuke Yamaguchi; Machiko Sannomiya
    Annals of Educational Studies, Osaka University, 20, 20, 27, 37, Department of Education Graduate School of Human Sciences, Osaka University, Mar. 2015
    English, Research institution, IT技術の発展に伴い，オンライン上で自分のアバター（分身）を作り，友人と仮想空間で合流したり，独自の生活空間を創造したり，冒険したりできるようになった。こうした技術は教育の分野にも応用されつつあり，授業をオンラインの仮想的な学習空間（3DCVE）で受講できるようなシステムが構築されてきた。本研究は，3D学習環境について，日本人と米国人大学生がどのような評価をするのか日米比較実験を行った。実験参加者は，日本人大学生43名（男性15名，女性27名，不明1名）米国人大学生105名（男性33名，女性72名）であった。4種類の学習環境について映像刺激が提示され，それらについての態度を評定した。結果，オンライン学習空間は場面によって印象が異なるということ，また，それぞれの文化に適切な場面が存在する可能性が示唆された。
  • Does a dual-task selectively inhibit the metacognitive activities in text revision?
    Machiko Sannomiya; Kazuhiro Ohtani
    THINKING SKILLS AND CREATIVITY, 17, 25, 32, 2015, [Peer-reviewed]
    English, Scientific journal
  • Tendency of monitoring motivation and procrastination : An examination of the process mediated by perceived instability of motivation
    岡田 涼; 大谷 和大; 伊藤 崇達; 梅本貴豊
    香川大学教育学部研究報告. 第1部, 143, 55, 61, 香川大学教育学部, 2015
    Japanese
  • 自尊感情 : なぜ失敗を避けようとするか (特集 動機づけの心理学) -- (子どもの動機づけを理解するキーワード)
    大谷 和大
    児童心理, 68, 15, 72, 76, 金子書房, Oct. 2014
    Japanese
  • A multilevel analysis of classroom goal structures’ effects on intrinsic motivation and peer modeling: Teachers’ promoting interaction as a classroom level mediator.
    Ohtani, K; Okada, R; Ito, T; Nakaya, M
    Psychology, 4, 8, 629, 637, Aug. 2013, [Peer-reviewed]
    English, Scientific journal
  • Gender Difference in Mathematics :The Effects of Academic Contingency of Self-Worth on Motivation and Achievement
    大谷 和大
    ソーシャル・モチベーション研究, 7, 2, 9, 日本発達心理学会social motivation研究分科会ソーシャル・モチベーション研究編集委員会事務局, 2013, [Peer-reviewed]
    Japanese
  • Academic Contingency of Self-worth and Achievement in Japanese Junior High School Students: How does Subjective Achievement on a Midterm Exam Influence Later Motivation and Achievement?
    Ohtani Kazuhiro; Nakaya Motoyuki
    The Japanese Journal of Personality, 21, 3, 254, 266, Japan Society of Personality Psychology, 2013, [Peer-reviewed]
    Japanese, Academic contingency of self-worth (ACSW) refers to the degree to which one's sense of self-worth is based on academic achievement. Past research on this subject primarily focused on the detrimental effects of ACSW on mental health and achievement. The present study examined both positive and negative effects of ACSW on motivation and achievement during one academic semester by conducting three successive questionnaire surveys. The participants were 154 junior high school students. The results show that when high ACSW students received poorer grades than their expectations, their state self-esteem decreased significantly, which evoked negative emotions. Then, their negative emotions were positively related to their final exam grades. However, when high ACSW students received better grades than their expectations, their state self-esteem increased, which evoked positive emotions. Subsequently, their positive emotions were positively related to their final exam grades.
  • Do Classroom Goal Structures Moderate Effects of the Academic Contingency of Self - Worth? Influence on Intrinsic Interest and Self - Regulated Learning Strategies
    Kazuhiro Ohtani; Motoyuki Nakaya; Takamichi Ito; Ryo Okada
    JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY, 60, 4, 355, 366, Dec. 2012, [Peer-reviewed]
    Japanese, Scientific journal
  • International Students' Adaptation to Japan : The Changes in Subjective Well-being
    Tanaka Kiho; Otani Kazuhiro; Kondo Sachihiko
    多文化社会と留学生交流 : 大阪大学国際教育交流センター研究論集, 16, 13, 17, 大阪大学国際教育交流センター, 2012
    Japanese, 本研究では、留学生の日本への適応について、短期交換留学生(男性22名、女性17名)を対象に留学初期にあたる学期開始時とその半年後の学期終了時の主観的ウェルビーイングを比較した。その結果、男性は半年間の在日期間を経て、満足感を向上させ、比較的高いバイタリティを維持し、不安を低減させた。来日前後は女性よりも高い不安を抱えている男性も、高いバイタリティを維持することによって、積極的な行動や適切なストレス対処に取り組めている可能性が示唆された。その結果、留学期間中に満足感が向上したと考えられる。今後は、データを蓄積するとともに、主観的ウェルビーイングを促進させる要因についてさらに検討し、適応状態の向上を目指した有効な支援を検討する必要がある。
  • The Effects of Goal Orientations on Academic Help-Seeking and Peer Modeling Differences between Elementary and Junior High School Students
    OKADA RYO; OTANI KAZUHIRO; NAKAYA MOTOYUKI; ITO TAKAMICHI
    パーソナリティ研究, 21, 2, 111-123 (J-STAGE), 123, Japan Society of Personality Psychology, 2012, [Peer-reviewed]
    Japanese, This study examined how goal orientations influenced academic help-seeking and peer modeling through intrinsic interest in elementary and junior high school students. Participants were 438 elementary school students and 654 junior high school students. Structural equation modeling revealed that mastery goal orientation influenced dependent help-seeking through intrinsic interest in elementary and junior high school students. In elementary school students, the effect of mastery goal orientation on peer modeling was partly mediated by intrinsic interest. The effect of performance-avoidance goals on peer modeling was stronger in junior high school students than in elementary school students. The roles of goal orientations in peer learning in elementary and junior school students are discussed.
  • The Joint Influence of Academic Contingency of Self-Worth and Perceived Cumulative Achievement on Academic Motivation
    OTANI KAZUHIRO
    パーソナリティ研究, 21, 2, 190-193 (J-STAGE), 193, Japan Society of Personality Psychology, 2012, [Peer-reviewed]
    Japanese, Scientific journal, Academic contingency of self-worth (ACSW) refers to the degree to which one's sense of self-worth is based on academic achievement. Past research on this subject focused on the joint influence of ACSW and achievement (such as success and failure) on affective and motivational outcomes. However, the cumulative effects of past achievement have not been taken into consideration. This study examined how the interaction between ACSW and perceived cumulative achievement influenced motivation. The participants were 226 junior high school students. The results showed that when the self-report of cumulative achievement was high, ACSW enhanced the motivation.
  • The Relation between Goal Orientation and Task-speciflc Self-appraisals : A Comparative Study between Australian and Japanese Students
    Ehssan Sakacc; Tanaka Kiho
    多文化社会と留学生交流 : 大阪大学国際教育交流センター研究論集, 15, 15, 1, 10, 大阪大学国際教育交流センター, 31 Mar. 2011
    Japanese, 本研究では、オーストラリアの9年生（55名）を対象に、目標志向と特定の課題に対する自己関連評価と遂行との関連を検討、さらにその結果を日本の中学3年生（109名）と比較した。オーストラリアの生徒は日本の生徒よりも、日標志向性が強く、課題の遂行結果も高かった。課題に対する評価に差はなかったが、オーストラリアの生徒は、遂行日標が課題への興味や高い遂行結果を導いた。日豪における目標志向性の課題評価と遂行結果に及ぼす影響の差異は、学校教育における能力に対する考え方の違いを示唆しており、今後はこの点について検討する必要がある。
  • Academic Contingency of Self-worth and Intrinsic Motivation in Academic Failure: Undermining and Enhancing Processes for Intrinsic Motivation and the Mediating Role of State Self-esteem and Emotions
    OTANI KAZUHIRO; NAKAYA MOTOYUKI
    パーソナリティ研究, 19, 3, 206-216 (J-STAGE), 216, Japan Society of Personality Psychology, 2011, [Peer-reviewed]
    Japanese, Scientific journal, Basing a sense of self-worth on academic achievement could be detrimental for intrinsic motivation, especially when students face academic failure. The present study examined how the academic contingency of self-worth affected intrinsic motivation related to academic failure. The study focused on the role of state self-esteem and emotions that are known to be influenced by the academic contingency of self-worth in a survey of 125 junior high school students. The results confirmed both undermining and enhancing processes where the contingency of self-worth affected intrinsic motivation. For undermining processes, the academic contingency of self-worth lowered intrinsic motivation, mediated by state self-esteem and incompetence. For enhancing processes, the contingency of self-worth buffered the loss of intrinsic motivation, mediated by regret.
  • Development of the Contingencies of Self-Worth Scale for Japanese Young Adolescents
    OHTANI KAZUHIRO; NAKAYA MOTOYUKI
    パーソナリティ研究, 18, 3, 233-236 (J-STAGE), 236, Japan Society of Personality Psychology, 2010, [Peer-reviewed]
    Japanese, Scientific journal, The Contingencies of Self-Worth Scale for Japanese Young Adolescents assesses the domains which comprise young Japanese adolescents' sense of their self-worth. Exploratory factor analysis revealed four domains of self-esteem sources: artistic competence, academic competence, athletic competence, and peer relationships. All subscales had high internal consistency and test-retest reliability. In addition, all subscales showed low to moderate correlations with other personality scales, including the big five factors and a narcissistic personality inventory, but not with the Rosenberg self-esteem scale.
■ Other Activities and Achievements
■ Books and other publications
  • Student Engagement Across Pacific Asia: Steps toward a Shared Framework
    Luke K. Fryer; Ronnel B. King; Lily M. Zeng, Hokkaido University(pp203-214)
    Springer Nature, Apr. 2024, 9789819705573, [Contributor]
  • 子どもと家族の貧困：学際的調査からみえてきたこと
    大谷和大, 担当箇所：第10章 学校での学びと経済状況
    法律文化社, 25 Dec. 2022, 9784589042538, [Contributor]
  • 心理学概論 : well-beingな生き方を学ぶ心理学
    大谷和大, （担当箇所：第7章 発達）
    ナカニシヤ出版, Apr. 2022, 9784779516214, ix, 194p, Japanese, [Contributor]
  • 学校現場で役立つ教育心理学 : 教師をめざす人のために
    藤原, 和政; 谷口, 弘一; 藤原, 健志; 大内, 晶子; 金重, 利典; 谷口, 康祐; 石井, 僚; 川俣, 理恵; 村上, 達也; 大谷, 和大; 西村, 多久磨; 鈴木, 雅之; 福住, 紀明; 野中, 陽一朗, 動機づけ：動機づけ研究の教育実践への応用（第10章）
    北大路書房, Dec. 2021, 9784762831799, xii, 278p, Japanese, [Contributor]
  • 心理学概論 : 歴史・基礎・応用
    大谷和大, 第9章 教育と学校：学習と心理適応を考える
    ミネルヴァ書房, May 2020, 9784623087044, vii, 222p, Japanese, [Contributor]
  • ともに生きるための教育学へのレッスン40：明日を切り拓く教養
    大谷和大, やる気を理解すること
    明石書店, Aug. 2019, [Contributor]
  • 実践的メタ分析入門ー戦略的・包括的理解のためにー
    大谷和大, 相関係数のメタ分析（第3章）、メタ分析の流れの実際（第8章）
    ナカニシヤ出版, Jul. 2018, [Contributor]
  • 心の科学［第２版］―理論から現実社会へ―
    大谷和大, 動機づけ（第６章）
    ナカニシヤ出版, Feb. 2017, [Contributor]
  • MplusとRによる構造方程式モデリング入門
    大谷和大, 階層線形モデル，マルチレベル構造方程式モデリング (第14章)
    北大路書房, Jan. 2013, [Contributor]
■ Syllabus
  • 教育学調査実験Ⅰ, 2024年, 修士課程, 教．学院
  • 教育心理特論, 2024年, 修士課程, 教育学院
  • 教育学調査実験Ⅱ, 2024年, 修士課程, 教．学院
  • 卒業論文, 2024年, 学士課程, 教育学部
  • 教育学調査実験Ⅲ, 2024年, 修士課程, 教．学院
  • 専門演習, 2024年, 学士課程, 教育学部
  • 教育学調査実験Ⅳ, 2024年, 修士課程, 教．学院
  • 専門演習, 2024年, 学士課程, 教育学部
  • 教育学実践研究Ａ, 2024年, 修士課程, 教．学院
  • 専門演習, 2024年, 学士課程, 教育学部
  • 教育学実践研究Ｂ, 2024年, 修士課程, 教．学院
  • 専門演習, 2024年, 学士課程, 教育学部
  • 教育心理学実験実習（1単位）, 2024年, 学士課程, 教育学部
  • 教育心理学講義, 2024年, 学士課程, 教育学部
  • 歴史・文化モジュール特殊科目B, 2024年, 学士課程, 現代日本学プログラム課程
  • 教育心理学実験実習（1単位）, 2024年, 学士課程, 教育学部
  • 教育学概説, 2024年, 学士課程, 教育学部
  • 教職実践演習, 2024年, 学士課程, 教育学部
  • 教育実習 A（高等学校）, 2024年, 学士課程, 教育学部
  • 教育実習 B（中学校）, 2024年, 学士課程, 教育学部
  • 教育実習 C（事前・事後指導）, 2024年, 学士課程, 教育学部
■ Research Themes
  • Longitudinal reciprocal relations between parental psychosocial factors and adolescents' psychological well-being
    Grants-in-Aid for Scientific Research
    01 Apr. 2024 - 31 Mar. 2029
    大谷 和大; 田中 あゆみ; 村山 航; 榊 美知子; 石井 僚; 石川 信一
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 24K00482
  • メタ認知的支援の視点による個別最適な学びの実現に向けた実証研究
    科学研究費助成事業
    01 Apr. 2023 - 31 Mar. 2026
    久坂 哲也; 大谷 和大; 山口 洋介
    日本学術振興会, 基盤研究(C), 岩手大学, 23K02754
  • 子ども・子育て家族の貧困と政策・実践：「包括的最低限保障」の構想のために
    科学研究費助成事業 基盤研究(A)
    05 Apr. 2021 - 31 Mar. 2026
    松本 伊智朗; 関 あゆみ; 加藤 弘通; 丸山 里美; 大谷 和大; 鳥山 まどか; 田中 智子; 上山 浩次郎; 吉中 季子; 大澤 真平; 川田 学; 新藤 こずえ
    日本学術振興会, 基盤研究(A), 北海道大学, 21H04404
  • 縦断研究と介入研究による児童の社会コンピテンスが心理適応に及ぼす影響の検討
    科学研究費助成事業 基盤研究(C)
    01 Apr. 2020 - 31 Mar. 2024
    大谷 和大; 松本 拓真; 山村 麻予
    本年は、主に昨年度の研究成果を論文化する作業を行った。児童が学級場面で経験する心理的リアクタンスに関する論文について、Japanese Journal of Psychological Researchに投稿したところ、査読を経て無事に採択された。学級で規範を求める際には、児童の反発を招きやすいが、教師が伝え方について言語表現を工夫することで反発を低減させる可能性について示唆する内容である。また、本申請研究の主眼である学校現場などをターゲットにした介入研究について、「学校現場で役立つ教育心理学（北大路書房）」の第10章に動機づけ：動機づけ研究の教育実践への応用として執筆を行った。
    昨年度から行っている縦断データ（課題価値と学業達成）のメタ分析の研究については、日本心理学会第85大会にてその一部をシンポジウム（タイトル：縦断調査からみた動機づけ研究）、および電子ポスターにて発表を行った（タイトル：学習の価値づけが成績を高めるのか、成績が良いから価値づけるのか？メタ分析の交差遅延モデルによる検討）。シンポジウムでは縦断データを扱ううえでの交差遅延モデルのメタ分析についてその魅力を解説した。その後、インパクトの高い国際誌に投稿し、現在査読中である。
    昨年度行ったSOSの出し方に関する介入研究についても、詳細な分析を行った後、論文化し、国内有力雑誌に投稿した。不採択であったため、修正し他の国内有力紙に投稿を行い、現在審査中である。なお、介入研究については、本年異なるサンプルに対して介入実験を行った。結果については分析中である。
    日本学術振興会, 基盤研究(C), 北海道大学, 20K03355
  • Development of intelligent test interpretation system added with influence factors of characteristics of developmental disabilities
    Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    01 Apr. 2018 - 31 Mar. 2022
    Okada Satoshi
    The interpretation of Wechsler intelligence scales has been systematized on the basis of factor analysis studies and intelligence theories. However, researches on the reliability and validity of measurements and researches of interpretation systems is a few and limited. In this project, we examined the reliability of index scores and subtest scores, which can serve as a basis for treatment, guidance, and support for children with developmental disabilities, and the relationship between difficulties related to developmentally disabled characteristics in daily life, test-taking behaviors during administration of intelligence test. Then, we developed the interpretation guideline of intelligence test and developmental disabled traits.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 18H01087
  • The relationship between the decline of self-esteem and internalized / externalized problems in puberty
    Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    01 Apr. 2017 - 31 Mar. 2022
    加藤 弘通; 太田 正義; 岡田 智; 大谷 和大; 大久保 智生; 稲垣 勉; 弓削 洋子
    本研究の目的は、思春期における自尊感情の低下を引き起こす諸要因を明らかにするとともに、問題行動との関連性を明らかにすることである。
    そのため平成30年度も前年度に引き続き、２中学校区の小学校２校、中学校２校、計約1400名を対象に7月と2月に2回の調査を行った。この時点でA中学校区では10時点、B中学校区では6時点の縦断データを収集したことになり、当初の計画通りに調査は進んでいる。現在は２月に行った調査データを整理し、各小中学校にフィードバックするための報告書を作成・報告しているところである。
    また現時点で収集されている予備調査を含めたデータを用いて、ヨーロッパ青年心理学会と日本教育心理学会、日本発達心理学会ではいじめといった外在的問題行動との関連性について発表した。このように国内外の学会で報告することで、多様な観点からのコメントを得ることができた。
    さらに内在的問題行動については、学校享受感と欠席行動について論文にまとめ、「中学生の学年意向における学校享受感と欠席行動の関連」というタイトルで、代表者の所属する機関の研究紀要に投稿した。
    以上のプロセスを通して、昨年と同様にではあるが、思春期の自尊感情の低下要因として、思考の発達が関連していること、また問題行動との関連性としては、いじめおよび不登校との関連する可能性があることが示唆された。特に中学校１年１前期から後期にかけての学校適応に自尊感情が関連していることも今年度の調査から明らかになった。
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 17H02639
  • The examination of risk factor for amotivation in the classroom: Longitudinal study focusing on family environment and relationship with peers
    Grants-in-Aid for Scientific Research
    30 Jun. 2016 - 31 Mar. 2021
    Tanaka Ayumi
    The present research project aimed to examine the mechanism of the loss of willpower and how we can support it, by focusing on home environment and peer relationship. The results we have obtained so far are as follows. First, we have newly developed short scale to measure socio-economic status of the family and Japanese Short version of the Spence Children’s Anxiety Scale. Second, we have found the intergenerational relationship of parents’ and adolescents’ motivational beliefs and their influence on depressive symptoms of adolescents. Third, we have shown the effect of low-intensity aerobic exercise on the part of the measures of motivation in the classroom. These results were published in Japanese and international journal and have all been well-cited by other researchers.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research on Innovative Areas (Research in a proposed research area), Doshisha University, 16H06406
  • Comprehensive study on Child Poverty in Japan
    Grants-in-Aid for Scientific Research
    01 Apr. 2016 - 31 Mar. 2020
    Ichiro Matsumoto
    The aim of this study is to examine the social characteristic of child and family poverty, and policy intervention in Japan. Under this aim, it had held Large scale survey to parent and children in Hokkaido(sample size is 30,000), survey on young care leavers(1,000) in Japan, and theorical examination. Suggestions on policy context are follows. 1 Financial resources as core factor, 2 Importance of time resources, 3 Consideration to additional care in families(eg, illness, disability, elderly) is key issue to policy making, 4 Gender equality is also key, 5 Quality and accessibility of social care make influence to poverty itself.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (A), Hokkaido University, 16H02047
  • The research on classroom social goal structures:multi-method approach
    Grants-in-Aid for Scientific Research
    01 Apr. 2016 - 31 Mar. 2020
    Ohtani Kazuhiro
    This study examined (1)the effect of classroom compliance goal on psychological reactance and intention to follow the instructions, (2)how classroom compliance is conveyed in actual classroom settings, (3)the factors that moderate negative influence of classroom compliance goal, (4)the correlates of teacher report of classroom social goals. We found that compliance goal can evoke psychological reactance and undermine intention to follow the instructions. For the moderator of the effect on classroom compliance and psychological reactance, valence of the message moderated the effect; in low controlling language, approach form of message decreased psychological reactance. Teacher report of classroom goal structures, especially prosocial goal structure positively correlated the dimensions of teacher efficacy.
    Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), Hokkaido University, 16K17304
  • The effect of classroom social goal structures on academic motivation and classroom adjustment
    Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
    01 Apr. 2012 - 31 Mar. 2015
    OHTANI Kazuhiro
    This study examined that the relationships among classroom social goal structures and students’ classroom adjustment and academic motivation. I n study 1, what social goals were emphasized in elementary schools was investigated by the open-ended questionnaire distributed to 15 teachers. In study 2, the psychometric validity and the reliability of the scale were demonstrated by the questionnaire survey in which 289 elementary school students were participated. In study 3, the process that classroom social goal structures relate to classroom adjustment and academic motivation were investigated. Thiry-six-hundreds and six students form 117 classroom were participated the survey and the data was analysed by multilevel structual equation modeling. The study confirmed that classroom social goal structures promoted peer interaction and then associated to both social and academic adjustments.
    Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), Osaka University, Principal investigator, Competitive research funding, 24730536