researchmap

researchmap

Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

Abstract

Objective

Researchers have investigated human altruism toward strangers for decades, using economic games such as the dictator game (DG) in their experiments. However, factors that cause the allocating behavior exhibited by those participants willing to be recipients in the DG have not been identified and the psychological mechanism of avoiding decision-making in economic games has not been widely addressed in previous studies. This study aimed to replicate previous findings regarding the number of people who are willing to be assigned the role of recipient and their allocation behavior and to explore why they share more than people who are willing to be dictators.

Results

We demonstrate that there are people willing to be assigned the role of the recipient, rather than the role of the dictator during the dictator game. In addition, we find evidence indicating that people who are willing to be recipients behave more altruistically in the dictator game than those who prefer to be dictators. Based on our results, we argue that willingness to be a recipient, in relation to the psychological unwillingness to assume responsibility and reputational concerns, is a strategic consideration.

DOI： 10.1186/s13104-022-06148-3

researchmap

Other Link： https://link.springer.com/article/10.1186/s13104-022-06148-3/fulltext.html

Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

In the trolley problem, a well-known moral dilemma, the intuitive process is believed to increase deontological judgments, while deliberative reasoning is thought to promote utilitarian decisions. Therefore, based on the dual-process model, there seems to be an attempt to save several lives at the expense of a few others in a deliberative manner. This study examines the validity of this argument. To this end, we manipulate decision-making time in the standard trolley dilemma to compare differences among 119 Japanese female undergraduates under three conditions: intuitive judgment, deliberative judgment, and judgment after a group discussion. The current results demonstrate that utilitarian judgments decreased from 52.9% in the intuition condition to 43.7% in the deliberation condition and 37.0% after the discussion. Additional analysis suggests that the decrease in utilitarian judgments may be related to psychological unwillingness to assume responsibility for the lives of others rather than to an increase in deontological judgments. Finally, these results are discussed from an adaptationist perspective.

DOI： 10.3389/fpsyg.2022.795732

researchmap

Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

<title>Abstract</title><sec>
<title>Objective</title>
The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations.


</sec><sec>
<title>Results</title>
Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.


</sec>

DOI： 10.1186/s13104-021-05882-4

researchmap

Other Link： https://link.springer.com/article/10.1186/s13104-021-05882-4/fulltext.html

Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

The purpose of the current study was to examine the influence of individuals’ help-seeking preference (HSP) and their collective perception of the organizational climate in school on teachers’ mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test this hypothesis, we developed a scale to measure schoolteachers’ collective perception of their organizational climate (Study 1), and the newly developed scale was used to assess its relationship with HSP and teachers’ burnout risk (Study 2). The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers’ burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school’s organizational climate can affect schoolteachers’ mental health in Japan.

DOI： 10.3389/fpsyg.2021.737125

researchmap

researchmap

researchmap

DOI： 10.24651/oushinken.47.2_106

researchmap

Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

While the special needs education system in Japan has shifted from a segregated approach to a more inclusive one, the actual implementation of this approach may be less than ideal. The implementation of inclusive education faces several challenges, such as difficulty in meeting individual needs and lack of medical support systems in general school settings. With this in mind, we conducted a web-based survey of Japanese schoolteachers to empirically examine their attitudes and perceptions regarding inclusive education. We also sought to determine the socio-environmental and individual factors that affect the attitudes and perceptions of Japanese elementary and junior high school teachers regarding the implementation of inclusive education. Survey results showed that schoolteachers regard the idea of inclusive education as desirable, but not feasible. However, we found that schoolteachers' perceptions of the feasibility of inclusive education implementation were positively associated with their help-seeking preference if they perceived their climate as being sufficiently collegial. Based on these findings, we discuss the educational environment in which inclusive education could be successfully implemented.

DOI： 10.3389/feduc.2020.587266

researchmap

Language：English   Publishing type：Research paper (scientific journal)  

Based on the group heuristic model and the model of intuitive cooperation, we hypothesized that in-group favoritism would be conspicuously shown through an intuitive process. To test this hypothesis, we utilized a minimal group paradigm, which is traditionally used in social psychological studies, and manipulated decision time in a one-shot prisoner's dilemma game to compare the cooperative contribution level toward in-group and out-group members under three conditions: intuitive, empathic deliberation, and rational deliberation. Our findings confirmed that in-group favoritism was clearly shown in the intuitive condition only, suggesting that the intuitive cooperation model may only be valid in the context of social exchange with in-group members. Additional analysis also showed that in-group favoritism disappeared for participants who had been forced into empathic or rational deliberation for decision making. The theoretical implications of the findings are discussed.

DOI： 10.3389/fpsyg.2020.603117

PubMed

researchmap

researchmap

researchmap

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japanese Society of Social Psychology  

Considering the immense damage caused by natural disasters in recent years, a reevaluation of current disaster prevention education should be regarded as a matter of urgency to ensure it is of a satisfactory standard. Assuming it to be an effective response in the event of a disaster, the current study focused on the Japanese practice of Inochi-tendenko, which means to run away independently to safety when disaster strikes while thinking solely about one's safety, and investigated, through a web survey, teachers' attitudes toward promoting this practice as a new approach to disaster prevention education. The results from 219 public elementary and junior high schoolteachers demonstrated that, while most teachers perceived current disaster prevention education as adequate, they were also aware that such education needed to be reformed. Also, it was observed that 52.1% of teachers knew the practice of Inochi-tendenko and generally accepted the idea of its incorporation into public disaster prevention education. Furthermore, we found that 1) an awareness of the need for reform, as an individual factor, was associated with a positive attitude towards promoting the practice of Inochi-tendenko, 2) there was a nonnegligible organizational climate eect towards positivity in promoting the practice of Inochi-tendenko, and 3) the interaction eect of these suggested that a collegial organizational climate was necessary for promoting the practice of Inochi-tendenko as a new and more adequate approach to disaster prevention education.

DOI： 10.14966/jssp.1830

Scopus

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Symposium, workshop panel (public)  

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Oral presentation (general)  

researchmap

Presentation type：Oral presentation (general)  

researchmap