ACP2023 Virtual Poster Presentations

Psychology and Education

69065 | Revealing Intrapersonal Relationships Between Academic Self-Concept and Subjective Achievement in Foreign Language Learning: An Experiential-Sampling Approach

Daisuke Akamatsu, Kyoto University of Education, Japan

Academic achievement contributes the formation of academic self-concept (Marsh et al., 2019). Despite the theoretical assumption that academic selfconcept is situationally determined depending on students’ or classmates’ achievement of the course (Marsh et al., 2019; Niepel et al., 2022), most longitudinal studies relied on surveys with long intervals over weeks or months (Wu et al., 2021). To address this gap in the literature, this study measured students’ academic self-concept and perceived class-specific achievement every class by experiential-sampling approach and investigated the intrapersonal fluctuation of self-concept. Also, this study further explored the role of achievement goals in predicting individual differences in this relationship. The online surveys were conducted thirteen times over a month on 27 Japanese undergraduates who took English as foreign language (EFL) course. Initial surveys measured students’ academic self-concept and achievement goals in EFL learning at individual levels. The participants got signals to join in the surveys from Time 2 to Time 13 right after finishing every EFL class, measuring situational EFL self-concept and lesson-specific perceived EFL achievement of themselves and their classmates. Hierarchical linear modeling revealed that a higher lesson-specific perceived EFL achievement was associated with higher situational academic self-concept levels within individuals. Academic achievement goals did not moderate this intrapersonal relationship. The results suggest that class-specific achievement contributes to situational formation of academic self-concept. This study brought empirical support for the intrapersonal dynamic relationships between academic self-concept and perceived academic achievement. The results confirm the theoretical suggestion that motivational constru

69223

| Effect of Blaming Attitude Toward Bullying Victims on the Cognition of Bullying Victims’ Culpability

Takashi Hori, Konan University, Japan

Yoshikazu Fukui, Konan University, Japan

Satoko Koyama, Saku Mental Clinic, Japan

The cognition of bullying victims’ culpability refers to the cognition that victims are also responsible for the bullying. The judgment of culpability is influenced by whether participants have experienced bullying victimization or perpetration. This cognition is considered one of the critical factors hindering the resolution of bullying. Blaming attitude toward bullying victims underlies the cognition of bullying victims’ culpability (Fukui & Koyama, 2015), and there is a significant strong positive correlation between them (Hori et al., 2022a). Therefore, to examine factors moderating their association is vital to resolve bullying. Hori et al. (2022b) reported the moderating effects of objective empathy in the relationship between them. However, these effects might differ depending on whether it is directed toward the victim or the perpetrator. Therefore, in this study, we explored the moderating effects of experiences of bullying victimization and perpetration and empathy for victims in the effect of blaming attitude toward victims on the cognition of bullying victims’ culpability. An online survey was conducted with adults (N =300) from the general population. The data partly overlapped with a series of our previous studies (e.g., Hori et al., 2022a-c). Results showed that the positive effect of victim blaming attitude on the perceived rate of bullying victim’s responsibility was somewhat stronger for participants with low empathy for victims than for those with high empathy. Moreover, the effect was observed only for perpetrators. These results suggest that those who have experienced bullying perpetration with low empathy for victims tend to overestimate the victim’s responsibility.

69244 | Effects of Learning Strategies and Achievement Goals at Different Learning Stages in High School Mathematics

Issei

Manabe, Nagoya University,

Japan

This study examined the relationship between students' use of learning strategies and their achievement goals at different stages of learning. Although there is much research on learning strategies, studies explicitly focusing on learning strategies at different learning stages is scarce. This study aims to explore the connection between achievement goals and learning strategies from the perspective of learning stages. A questionnaire survey was administered to 166 Japanese university students to explore the relationship between their achievement goal tendencies and the use of specific learning strategies during the preparation, in-class, review, and testing phases of high school mathematics. The survey included questions that assessed the types of learning strategies employed by participants and measures of achievement goal orientations. These orientations consisted of three distinct subscales: proficiency goals focusing on personal growth and development, a performance approach goal that emphasized seeking high evaluation from others and avoiding low evaluation, and a performance approach goal that emphasized striving for good grades and admission to a good university. The results showed that students with proficiency goals were more likely to use learning strategies at all stages of learning. Additionally, there was a positive correlation between using learning strategies in the classroom and review phases and between proficiency and performance goals in interpersonal relationships. Furthermore, the results showed little correlation between the use of learning strategies in the preparation and performance approach goal.

Qualitative/Quantitative Research in any other area of Psychology

69243 | Factors Affecting Work Engagement of Caregivers in Small-Scale, Multifunctional Home Nursing Care

Emiko Yamamoto, Aichi Medical University, Japan

Kaori Hatanaka, Baika Women's University, Japan

Noriko Watanabe, Japan Center for Certified Public Psychologists, Japan

Tomoko Tanaka, Okayama University, Japan agen.iafor.org/acp2023-virtual-presentations

Purpose To identify factors affecting the work engagement of caregivers in small-scale multifunctional in-home care. Methods An unmarked questionnaire survey was mailed to small-scale multifunctional in-home caregivers in Japan using a convenience sampling method. In total, 191 surveys were distributed to 32 facilities that provided consent. The questionnaire items included the demographics, transformational leadership (TL), Gratitude at Work Scale (GAWS), Communication skill scale for Home Visiting Staff-Coworker (CHVS-C), and Utrecht Work Involvement Scale Japanese Short Version (UWES-J). The analysis method used a hypothesized model of causality from TL to GAWS and CHVS-C and from GAWS to CHVS-C and UWES-J. Based on these hypotheses, a causal model was constructed using the four scores as observed variables, and a covariance structure analysis was performed using Amos. Results In total, 106 valid responses were obtained (58% response rate; mean age 47.3 years: 22 males, 84 females). There were significant positive paths from TL to GAWS and from GAWS to UWES-J. There was also a significant positive path from GAWS to UWES-J via the CHVS-C. There was no significant relationship between TL and CHVS-C. The goodness of fit for this model was <em>X<sup>2</ sup>=.206, df=2, p=.902, GFI=.999, AGFI=.995, CFI=1.00, RMSEA=0.000. Discussion In workplaces where caregivers highly value the transformational leadership demonstrated by their supervisors, gratitude for work and work environment were increased, which encourages collaborative caregiving efforts that unite the team. Moreover, it suggested that gratitude and collaboration increased work engagement among caregivers.