コーピングの柔軟性を高める介入プログラムの効果

Effects of an Intervention Program for Improving Coping Flexibility

中村 志津香

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

In recent years, studies on coping flexibility have increased. Previous studies have indicated that while studying coping flexibility, it is also important to understand the role of cognitive function. Metacognition or attention regulation especially, is a key function underlying coping flexibility. Based on recent studies, I developed an intervention program to improve coping flexibility, and then determined the effects of the program. The program comprised psychoeducation, attention training technique, and homework. Thirty-two Japanese students participated in this intervention study, and were assigned to the intervention group or control group. A two-way repeated design ANOVA revealed that there was no intervention effect on coping flexibility. Multigroup structural equation modeling revealed that orienting attention had significant effect on evaluate coping, which is one aspect of coping flexibility. However, we concluded that the intervention program was not effective in improving coping flexibility. Possible reasons for the program not being effective have been identified. First, the rate of homework completion was low and may have weakened the intervention effect. Second, the study was conducted with university students, and as the depression rate was low, a floor effect might exist. These results show the need to re-examine and re-conduct this program.

コーピングの柔軟性

注意トレーニング

coping flexibility

attention training

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039