{"created":"2023-06-19T09:49:11.316449+00:00","id":5609,"links":{},"metadata":{"_buckets":{"deposit":"6968c170-6230-476c-a158-46f799176811"},"_deposit":{"created_by":3,"id":"5609","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"5609"},"status":"published"},"_oai":{"id":"oai:fukuyama-u.repo.nii.ac.jp:00005609","sets":["502:508:525:531"]},"author_link":["27093","27092","27096","27095","27091","27094"],"item_1_biblio_info_14":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2006-03-01","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"12","bibliographicPageStart":"1","bibliographicVolumeNumber":"6","bibliographic_titles":[{"bibliographic_title":"福山大学人間文化学部紀要"},{"bibliographic_title":"Journal of the Faculty of Human Cultures and Sciences, Fukuyama University","bibliographic_titleLang":"en"}]}]},"item_1_creator_6":{"attribute_name":"著者名(日)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"松田, 文子"}],"nameIdentifiers":[{"nameIdentifier":"27091","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"三宅, 幹子"}],"nameIdentifiers":[{"nameIdentifier":"27092","nameIdentifierScheme":"WEKO"}]}]},"item_1_description_1":{"attribute_name":"ページ属性","attribute_value_mlt":[{"subitem_description":"P(論文)","subitem_description_type":"Other"}]},"item_1_description_11":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"ピア・サポートとは,仲間同士の支え合いの活動のことであり,近年,学校現場においてもさまざまな形で導入されてきている。本稿では心理学科に所属する大学生による,小学校・中学校の特別活動の時間でのピア・サポート訓練の実施について,その結果の一部である,児童・生徒の自己効力感・自尊感情・社会性における効果を報告する。","subitem_description_type":"Other"}]},"item_1_description_12":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"This paper reports on effects of the Peer Support Training Project by undergraduate students in a primary school and a junior high school, focusing on effects on self-efficacy, self-esteem, and social skills in children. The training seemed to make the children severer in their assessments about themselves. The results also showed the large differences between the self-assessment and teacher-assessment in social skills especially in the 9^