Name

UEBUCHI, Hisashi

Official Title

Professor Professor

Affiliation

(School of Education)

Contact Information

Mail Address

Mail Address
uebuchi@waseda.jp

URL

Web Page URL

http://www.waseda.jp/sem-uebuchi/(research themes, seminars, profiles)

Twitter: @uebuchi_sem(introduction to seminar, reports of seminar acitivities)

Instagram: uebuchisem(introduction to seminar, reports of seminar acitivities)

Grant-in-aids for Scientific Researcher Number
20292998
ORCID ID
orcid.org/0000-0002-1120-6480

Sub-affiliation

Sub-affiliation

Faculty of Education and Integrated Arts and Sciences(Graduate School of Education)

Educational background・Degree

Educational background

1994/04 -1997/03 University of Tokyo The Doctor's Program of Graduate School of Education Department of Integrated Educational Sciences (Division of Educational Psychology)
1992/04 -1994/03 University of Tokyo The Master's Program of Graduate School of Education Department of Educational Psychology
1990/04 -1992/03 Tokyo Gakugei University The Master's Program of Graduate School of Education Department of School Education
1985/04 -1989/03 Waseda University School of Education Deaprtment of Education

Degree

Ph. D. Thesis Tokyo Gakugei University Educational psychology

Career

2017/04-Waseda UniversityFaculty of Education and Integrated Arts and SciencesProfessor
2014/04-2017/03Tokyo Gakugei UniversityDepartment of Educational Psychology, Faculty of EducationProfessor
2006/04-2014/03Tokyo Gakugei UniversityDepartment of Educational Psychology, Faculty of EducationAssociate Professor
1999/09-2006/03Tokyo Gakugei UniversityDepartment of Psychology, Faculty of EducationAssistant Professor
1997/04-1999/09Tokyo Gakugei UniversityDepartment of Psychology, Faculty of EducationLecturer with tenure

Academic Society Joined

The Japanese Psychological Association member

The Japanese Association of Educational Psychology member

Japan Society of Developmental Psychology member

Japanese Association of Qualitative Psychology member

The Japanese Society for Cognitive Psychology member

Japan Society of Personality Psychology member

The Japanese Society of Social Psychology member

The Japanese Group Dynamics Association member

Japanese Cognitive Science Society member

Japan Society for Educational Technology member

National Association for the Study of Educational Methods member

Information Processing Society of Japan member

American Psychological Association member

American Educational Research Association member

European Association for Research on Learning and Instruction member

Association for Psychological Science member

Society for the Study of Motivation member

Society for Personality and Social Psychology member

Society for Research in Child Development member

International Society of the Learning Sciences member

OfficerCareer(Outside the campus)

2018/05-2019/05The Japanese Association of Educational Psychology

Research Field

Keywords

motivation,emotions,learning strategies,emotion regulation,student engagement,motivation regulation,atttachment,emotional development,relationships,classroom discourses,social development,emotional communication,developmental psychopathology,metacognition,goals,development of beliefs and folk conpceptions,implicit measurement of traits and attitudes

Grants-in-Aid for Scientific Research classification

Social sciences / Psychology / Educational psychology

Social sciences / Psychology / Social psychology

Cooperative Research Theme Desire

brain activities of motivation to academic learning

Institution:Cooperative research with other research organization of universities, etc.

Purpose:Technical consultation、Sponsord research、Collaboration research、Other

Contents Desire:measurement of brain activities, application to education

The relation implicit internal working model of attachment with brain activity

Institution:Cooperative research with other research organization of universities, etc.

Purpose:Technical consultation、Sponsord research、Collaboration research、Other

Contents Desire:representations in the brain of self model and other model

Integrative understanding of motivation, emotions, and learning

Institution:Cooperative research with other research organization including private (industrial) sectors

Purpose:Technical consultation、Sponsord research、Collaboration research、Other

Research interests Career

2016/04-The relationship of work avoidance goal and motivational variables

Current Research Theme Keywords:work avoidance goal, learning, helplessness, boredom

Cooperative Research within Japan

2000/09-Relationships among self-regulated learning, emotion regulation, and cooperative learning

Current Research Theme Keywords:self-regulated learning, emotion regulation, and cooperative learning

Cooperative Research within Japan

2011/05-adult attachment and it's implicit aspects

Current Research Theme Keywords:attachment, implicit attitudes

Cooperative Research within Japan

2009/09-emotional, relational learning

Current Research Theme Keywords:emotions, relationship, learning

Cooperative Research within Japan

2000/09-emotion regulation and it's development

Current Research Theme Keywords:emotion regulation

Individual research allowance

1992/03-2012/09Relations among achievement goals, learning and emotions

Current Research Theme Keywords:achievement goals, academic performances, emotions

Individual research allowance

Paper

The Development of Go/No-Go Association Tasks of Measuring Implicit Self-Regulation Systems

Akinori Sakai, Hisashi Uebuchi

Bulletin of Tokyo Gakugei University. Educational sciences 68(1) p.137 - 1552017/02-2017/02

link

Detail

Publish Classification:Research paper(bulletin of university, research institution) ISSN:18804306

Influences of Context that Support Self-Determination on the Processes of Internalization and Regulation : Facilitating Factors of Motivation

Kennichi Noda, Hisashi Uebuchi, Shinichi Tsukamoto

Bulletin of Tokyo Gakugei University. Educational sciences 68(1) p.125 - 1362017/02-2017/02

link

Detail

Publish Classification:Research paper(bulletin of university, research institution) ISSN:18804306

The Introduction to Curriculum Reconsidered II : Education of Competencies from the View Point of Domain Specificity of Metacognition

Hisashi Uebuchi, Akiko Hayashi

Bulletin of Center for the Research and Support of Educational Practice 12p.107 - 1092016/03-2016/03

link

Detail

Publish Classification:Research paper(bulletin of university, research institution) ISSN:13499580

Effects of Peer Learning on Motivational Regulation and Academic Performance

Japan journal of educational technology 40(0) p.29 - 322016/12-2016/12

CiNii

Detail

ISSN:1349-8290

Does learning with peers have an effect on regulation of motivation?

Hisashi Uebuchi, Ayaka Tsurusawa, and Marie Uebuchi

Proceedings of the 7th Biennial Meeting of the Earli Special Interest Group 16 Metacognition Peer Review Yes p.119 - 1202016/08-2016/08

link

Detail

Publish Classification:Research paper (international conference proceedings) ISSN:9789402802795

The introduction to curriculum reconsidered I : 21st century skills and key competencies from the view point of domain specificity

Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 67(1) p.103 - 1062016/02-2016/02

CiNii

Detail

ISSN:18804306

The relationships among appraisal of emotions, regulation of Emotional expression, and mental health : Focuses of intimacy with others as subjects of emotional regulation

Fumiko KOSUMI;Yuri KAWAMURA;Mei TAKAHASHI;Taiki MATSUMURA;Hisashi UEBUCHI;Marie UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 67(1) p.107 - 1232016/02-2016/02

CiNii

Detail

ISSN:18804306

Effects of an implicit internal working model on attachment in information processing assessed using Go/No-Go Association Task

Fujii Tsutomu;Uebuchi Hisashi;Yamada Kotono;Saito Masahiro;Ito Eriko;Tonegawa Akiko;Uebuchi Marie

The Japanese journal of psychology 86(2) p.132 - 1412015/05-2015/05

CiNii

Detail

ISSN:0021-5236

Outline:The purposes of the present study were (a) to use both a relational-anxiety Go/No-Go Association Task (GNAT) and an avoidance-of-intimacy GNAT in order to assess an implicit Internal Working Model (IWM) of attachment; (b) to verify the effects of both measured implicit relational anxiety and implicit avoidance of intimacy on information processing. The implicit IWM measured by GNAT differed from the explicit IWM measured by questionnaires in terms of the effects on information processing. In particular, in subliminal priming tasks involving with others, implicit avoidance of intimacy predicted accelerated response times with negative stimulus words about attachment. Moreover, after subliminally priming stimulus words about self, implicit relational anxiety predicted delayed response times with negative stimulus words about attachment.

The Determinants of Status Quo Effect : Focusing on Emotions at Decision Making

Kenta IZUTSU;Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 66(1) p.221 - 2292015/02-2015/02

CiNii

Detail

ISSN:18804306

The Influences of Envy on Schadenfreude

Tamaki MORIJIRI;Eriko ITO;Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 65(1) p.191 - 2012014/02-2014/02

CiNii

Detail

ISSN:18804306

The Influences of Positive Emotions on Impulse Buying

Shota SEINO;Ryosuke IKEJIRI;Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 65(1) p.203 - 2102014/02-2014/02

CiNii

Detail

ISSN:18804306

Effects of humor on persuasion : A focus on verbal stimulus and humor sense

Akinori SAKAI;Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 64(1) p.241 - 2522013/02-2013/02

CiNii

Detail

ISSN:18804306

Effects of presence of others and cultural self-viewing on cognitive dissonance

Masahiro SAITO;Hisashi UEBUCHI

Bulletin of Tokyo Gakugei University. Educational sciences 64(1) p.253 - 2582013/02-2013/02

CiNii

Detail

ISSN:18804306

The influences of ability comparative information on discourse of cooperative problem solving : Comparisons among Experimental Groups

TSUBOTA Masanao;ONODA Ryosuke;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 63(1) p.123 - 1342012/02-2012/02

CiNii

Detail

ISSN:18804306

A Diathesis-Stress Model for Expectant Anxiety

WATANABE Emi;UEBUCHI Hisashi;FUJII Tsutomu

Bulletin of Tokyo Gakugei University. Educational sciences 63(1) p.135 - 1432012/02-2012/02

CiNii

Detail

ISSN:18804306

The Body as Practice and Bypass of Body as Practice(The Body as Practice)

Uebuchi Hisashi

Qualitative psychology forum 3(3) p.14 - 192011/12-2011/12

CiNii

Detail

ISSN:18842348

Discussion(The Body as Practice)

Qualitative psychology forum 3(3) p.43 - 482011/12-2011/12

CiNii

Detail

ISSN:18842348

Effects of Attachment Styles on Emotions in Interpersonal Conflict Situations

HAMAI Satomi;TONEGAWA Akiko;ONODA Ryosuke;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 62(1) p.305 - 3142011/02-2011/02

CiNii

Detail

ISSN:18804306

An attempt to make assumed-competence IAT

FUJII Tsutomu;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 62(1) p.287 - 2912011/02-2011/02

CiNii

Detail

ISSN:18804306

How Do University Students Externalize Their Thought in Lecture-Style Class? : Quantitative and Qualitative Analyses of Reaction-Paper

ONODA Ryosuke;TONEGAWA Akiko;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 62(1) p.293 - 3032011/02-2011/02

CiNii

Detail

ISSN:18804306

An attempt to make an Implicit Association Test: Measureing Internal Working Models of attachment

Fujii Tsutomu;Yamada Kotono;Uebuchi Hisashi;Tonegawa Akiko

Proceedings of the Japanese Society for Cognitive Psychology 2011(0) p.104 - 1042011-2011

CiNii

Assessment of Participants' Theories of Intelligence : Reliability and Validity of the Implicit Association Test

FUJII TSUTOMU;UEBUCHI HISASHI

The Japanese journal of educational psychology 58(3) p.263 - 2742010/09-2010/09

CiNii

Detail

ISSN:00215015

Outline:In the present research, participants' implicit theory of intelligence was examined through explicit (questionnaire) and implicit (Implicit Association Test: IAT) measures. Relations between the explicit and implicit measures and the dependent variables (affect and performance) were examined in a task performance situation. The participants in Study 1 were 40 undergraduate and graduate students. The retest reliability of the Implicit Association Test was confirmed. No significant correlation was found between scores on the Implicit Association Test and explicit measures, such as social desirability. Study 2 examined relations between self-reported and other-rated state anxiety and participants' explicit/implicit theories of intelligence. The participants were 34 undergraduate and graduate students. The results revealed that the explicit measure of participants' theory of intelligence was related to their scores on the self-report scale, whereas the implicit measure was related to other-rated spontaneous behavior. The present research suggests that additional study of not only the traditional conscious domain but also the unconscious domain is necessary.

Effects of Figure-drawing on Constructing Internal Representations

IKEDA Noriko;UEBUCHI Hisashi;FUJII Tsutomu

Bulletin of Tokyo Gakugei University. Educational sciences 61(1) p.107 - 1122010/02-2010/02

CiNii

Detail

ISSN:18804306

The attempt to make a paper and pencil version of Self-esteem IAT

FUJII Tsutomu;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 61(1) p.113 - 1202010/02-2010/02

CiNii

Detail

ISSN:18804306

A new approach to Achievement Goal Theory : Using an Implicit Association Test

MINODA Hirohisa;FUJII Tsutomu;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 60p.141 - 1482009/02-2009/02

CiNii

Detail

ISSN:18804306

The priming effect on the achievement motivation

FUJII Tsutomu;IKEDA Noriko;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Educational sciences 60p.131 - 1392009/02-2009/02

CiNii

Detail

ISSN:18804306

Self-regulated learning and metacognition: from the perspectives of intentionality, selves, and environments

Uebuchi Hisashi

Japanese Psychological Review 50(3) p.227 - 2422007/11-2007

CiNii

Detail

ISSN:03861058

Theories de la motivation sur l'enseignement, a partir d'etudes sur les objectifs et l'apprentissage autoregule

UEBUCHI Hisashi

Revue japonaise de didactique du francais 2(1) p.172 - 1792007/10-2007/10

CiNii

Detail

ISSN:18805930

Outline:Cet article a pour but de presenter des ressources scientifiques, capables d'apporter une contribution a la pratique pedagogique, y compris a l'enseignement du francais, en partant des resultats de recherches recentes sur la motivation. L'auteur definit la motivation, non pas comme un simple desir ou un sentiment, mais comme un element crucial pour valoriser la competence d'un individu. Il demontre ensuite selon differents points de vue implicites sur la competence que le comportement de l'individu change en fonction de sa prise de position en matiere de competence. L'auteur traite enfin des moyens permettant d'apprehender l'idee sur la competence, susceptible de mieux promouvoir un apprentissage qui puisse developper cette competence.

A ethnographic study on ''problematic'' students and teachers,pedagogical beliefs in classrooms

SUGIYAMA Akiko;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Series I, Science of education 56p.113 - 1252005/03-2005/03

CiNii

Detail

ISSN:03878910

Development of the Effects of Achievement Goals on Help-Seeking and Information-Seeking : A Multiple Population Analysis.

Uebuchi Hisashi;Kutsuzawa Ito;Muto Takashi

The Japanese journal of developmental psychology 15(3) p.324 - 3342004/12-2004/12

CiNii

Detail

ISSN:09159029

Outline:This study investigated the effects of achievement goals both on help-seeking behavior and information-seeking behavior. Participants were 4th through 7th grade school children. To ensure equality of latent variables in modeling, we employed multiple population analysis of structucral equation modeling. The results included the following: 1) learning goals produced positive effects on perceived benefits of help-seeking behavior; 2) performance goals had positive effects on perceived benefits of help-seeking behavior; 3) perception of support from help-givers affected perceived benefits of help-seeking behavior; 4) perceived benefits of help-seeking behavior were more likely to produce strong effects on help-seeking behavior than perceived costs of help-seeking behavior; 5) at every grade level, learning goals had stronger influences on information-seeking behavior than performance goals.

A report of survey on self-learning of children

UEBUCHI Hisashi, MUTO Takashi, FUJIE Yasuhiko

Bulletin of the Research Center for Child and Adolescent Development and Education, Ochanomizu University 2p.61 - 732004/09-2004/09

CiNii

The relationships between chidlren's achievment goals and goal structures in the classrooms

KUROSAWA Natsumi;UEBUCHI Hisashi

Bulletin of Tokyo Gakugei University. Series I, Science of education 55p.75 - 792004/02-2004/02

CiNii

Detail

ISSN:03878910

The new coping-model of self-regulated learning

Uebuchi Hisashi

The Japanese journal of psychology 75(4) p.359 - 3642004-2004

DOICiNii

Detail

ISSN:0021-5236

Outline:In a study of self-regulated learning study, we proposed a new coping model, in order to comprehensively treat emotional regulation and learning strategies. We also included meta-emotion variables in the model for intervention, so that we could discuss them in relation to intervention. We hypothesized specifically that achievement goals and meta-emotions influenced emotional reactions, and which in turn influenced coping strategies. A questionnaire study was conducted with 193 schoolchildren, and result seemed to support our new model.

The Relationships between Development of Ability Conceptions and Evaluation Apprehensions in Children

UEBUCHI Hisashi

Japan journal of educational technology 26p.11 - 142002/08-2002/08

CiNii

Detail

ISSN:03855236

Self-Monitoring of Emotions and Learning

KOBORI YUKO;UEBUCHI HISASHI

The Japanese journal of educational psychology 49(3) p.359 - 3702001/09-2001/09

CiNii

Detail

ISSN:00215015

Outline:The puropose of the present study was to investigate effects of self-monitoring of emotions on learning. Emotional regulation processes invlove 2 aspects : smoothness of emotional regulation and repertories of emotional regulation. Intervention was conducted with a 6th grader who did not focus her learning. The results were as follows : (1)self-monitoring changed both the smoothness of emotional regulation and the child's repertoires of emotional regulation ; (2)self-monitoring improved the accuracy of self-evaluation.

Self-Monitoring of Emotions and Learning

KOBORI YUKO;UEBUCHI HISASHI

The Japanese Journal of Educational Psychology 49(3) p.359 - 3702001/09-2001/09

CiNii

Detail

ISSN:0021-5015

Outline:The puropose of the present study was to investigate effects of self-monitoring of emotions on learning. Emotional regulation processes involve 2 aspects: smoothness of emotional regulation and repertoires of emotional regulation. Intervention was conducted with a 6th grader who did not focus her learning. The results were as follows: (1) self-monitoring changed both the smoothness of emotional regulation and the child's repertoires of emotional regulation; (2) self-monitoring improved the accuracy of self-evaluation.

Effects of Goal-Instructions and Effort-Informations of Competence-Evaluations and Emotional Experiences

UEBUCHI Hisashi;SUZUKI Tomoko

Japan journal of educational technology 25p.23 - 282001/08-2001/08

CiNii

Detail

ISSN:03855236

Experts' functions in CG (computer graphics) activities

KOIKE Wakaba;UEBUCHI Hisashi

Educational Information Research 15(4) p.3 - 92000/03-2000/03

CiNii

Detail

ISSN:09126732

A review of studies on development of achievement-related inferences

Uebuchi Hisashi

Bulletin of Tokyo Gakugei University. Series I, Science of education 50p.101 - 1091999/03-1999/03

CiNii

Detail

ISSN:03878910

EFFECTS OF TEACHERS' BELIEFS RELATED TO TEACHING METHODS IN CLASSROOM TEACHING AND CHILDREN'S ATTITUDES:In relation with teachers'orientation toward autonomy

KAGE Masaharu;UEBUCHI Hisashi;OIE Mayumi

The Japanese Journal of Educational Psychology 45(2) p.192 - 2021997/06-1997/06

CiNii

Detail

ISSN:0021-5015

Outline:The purpose of this study was to investigate how teachers'beliefs relating to autonomy and control behavior are reflected in classroom teaching, and the effects on pupils'attitudes and achievements. The subjects comprised 20 teachers and 659 first grade pupils. Study 1 investigated the relationship between teachers'beliefs and the attitudes and achievements of pupils. The results showed that the pupils of autonomyoriented teachers had higher perceived competence and adapted themselves better to school than pupils with teachers who were more control-oriented. Study 2, through analysis of classroom teaching, investigated how teachers'beliefs about autonomy influenced their teaching behavior in the classroom. The study demonstrated that teachers'orientation toward autonomy was reflected in their teaching style and promoted pupils'learning motivation.

What Do Children Think of Ability ? : Acquisition Processes of Conceptions of Ability

UEBUCHI Hisashi

Bulletin of the Graduate School of Education, the University of Tokyo 36p.325 - 3301996/12-1996/12

CiNii

Detail

ISSN:13421050

Outline:In this article, naive conceptions of ability (Nicholls,1984) , which are important evaluative objects for children, are discussed. Studies of conceptions of ability are reviewed. 11 is argued that conceptions of ability are not domain-specific, but are formulated by adapting goal-directed categories (e.g., causes-performances-outcomes) to achievement-related situations. Furthermore, the roles of sociocultural constraints are important of formulating conceptions of ability, because innate factors cannot explain formulating conceptions. Finally,what the conceptions of ability imply the adaptation in daily life are discussed.

EFFECTS OF ACHIEVEMENT GOAL ORIENTATIONS ON PROBLEM SOLVINGS IN CLASSROOM SETTINGS

UEBUCHI Hisashi

The Japanese journal of educational psychology 43(4) p.392 - 4011995/12-1995/12

CiNii

Detail

ISSN:00215015

Outline:This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck(1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows ; 1)learning goal had positive effects on problem solvings ; 2)performance goal × self-efficacy interaction had negative effects on problem solvings ; 3)but controlled intelligence score, performance goal × self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.

Emotions in Educational Situations

UEBUCHI Hisashi

Bulletin of the Faculty of Education, University of Tokyo 34p.229 - 2331995/02-1995/02

CiNii

Detail

ISSN:04957849

Outline:In this article, relationships between motivation and emotions in motivation to learn studies were reviewed. Then both traditional motivation theories (Dweck, 1986; Rotter, 1966; Weiner, 1986) and the new motivation theories (Deci & Ryan, 1985; Wentzel, 1991) were criticized from the perspective of the meanings of motivation. Finally, future researches on motivation were disucssed from relational theory of emotions (Campos, Campos, & Barret, 1989).

Books And Publication

New Frontiers of Motivation Researches

Hisashi Uebuchi & Osamu Oashi (eds.)

Kitaohji Shobou2019/08-2019/08

Detali

Scholarly BookResponsible Number of Pages:236ISBN:9784762830723

Dictionary of qualitative psychology

Masahiro Nouchi(Sharing writing)

Shinyo-sha2018/11-2018/11

Detali

Dictionary/EncyclopediaTotal Number of Pages:419Responsible Number of Pages:12,23,60,97,114,137,228,275,304ISBN:9784788516014

The Comprehensive Educational Psychology

Hidetsugu Tajika, Hisashi Uebuchi, Chie Hotta, Hisamitsu Tsuda(Joint authorship)

SAIENSU-SHA2018/07-2018/07

Detali

TextbookTotal Number of Pages:270Responsible Number of Pages:pp. 155-178, pp. 179-201, pp.217-241.ISBN:9784781914244

Lecture And Oral

Do the subjective task values affect work avoidance goal?

Hisashi Uebuchi & Hidenori Takehana

18th Biennial EARLI Conference for Research on Learning and Instruction(European Association for Research on Learning and Instruction)2019/08/15

Detail

Poster presentationVenue:Aachen

Does work avoidance goal predict well-being in academic settings?

Hisashi Uebuchi & Taiki Matsumura

31st APS Annual Convention(Association for Psychological Science)2019/05/24

Detail

International conferencePoster presentationVenue:Washington, D. C.

Effects of subjective task values on “behaviors with peers” in the cooperative learning situations.

Hisashi Uebuchi & Marie Uebuchi

12th Annual Meeting of the Society for the Science of Motivation(The Society for the Science of Motivation)2019/05/23

Detail

International conferencePoster presentationVenue:Washington, D. C.

Do attachment styles affect resistance to self-disclosure mediated by negative emotions and perceived others?

Hisashi Uebuchi and Yumiko Kinoshita

29th International Congress of Applied Psychology(The International Association of Applied Psychology)2018/06/30

Detail

International conferencePoster presentationVenue:Montreal

What Meaning Is That Self-Prime Delayed Responses of Lexical Decision Task of Attachments' Words?

Hisashi Uebuchi

30th Association for Psychological Science Annual Convention(Association for Psychological Science)2018/05/26

Detail

International conferencePoster presentationVenue:San Francisco

Outline: Study’s purpose was to verify if why self-prime delayed responses of lexical decision task of attachment were self-primes had activated avoidant representation. 96 college students participated the experiment. GNAT and lexical decision task were exposed. Independently self-primes and avoidance delayed responses of attachment. So, this was interpreted as self-verification.

Perspectives of standards of qualitative evaluation: "Sage qualitative research kit" and discussions of APA as clues.

Masahiro Nouchi, Satoshi Suzuki, Yasushi Ohashi, Makoto Shibayama, Hisashi Uebuchi, Motohiko Nagai

14th meeting of Japanese Association of Qualitative Psychology(Tokyo Metropolitan University)Invitation Yes2017/09/10

Detail

National conferenceSymposium workshop panel(nominated)Venue:Tokyo

Does work avoidance goal predict academic information processing?

Hisashi Uebuchi, Taiki Matsumura, and Marie Uebuchi

125th Annual Convention of American Psychological Association(American Psychological Association)2017/08/05

Detail

International conferencePoster presentationVenue:Washington D. C.

Effects of just world beliefs and narcissism on Schadenfreude and empathic distress mediated by victim blaming

Hisashi Uebuchi, Miki Ohbuchi, and Marie Uebuchi

15th European Congress of Psychology(European Federation of Psychologists’ Association)2017/07/14

Detail

International conferencePoster presentationVenue:Amsterdam

Relationships among attachment, career self-efficacy, and career exploration in Japanese

Hisashi Uebuchi, Risa Tahara, May Takahashi, Taiki Matsumura, Yuri Kawamura, and Marie Uebuchi

29th Annual Convention of Association for Psychological Science(Association for Psychological Science)2017/05/27

Detail

International conferencePoster presentationVenue:Boston

The relationships among work avoidance goal, achievement goals, and perceived competence

Hisashi Uebuchi, Taiki Matsumura, and Marie Uebuchi

10th Anniversary Meeting Society for the Study of Motivation(Society for the Study of Motivation)2017/05/25

Detail

International conferencePoster presentationVenue:Boston

Schadenfreude: Effects of just world beliefs and narcissism.

Uebuchi. H., Obuchi, M., & Uebuchi, M.

The 2017 International Convention of Psychological Science2017/03

Detail

Venue:Vienna

Does learning with peers have an effect on regulation of motivation?

Uebuchi, H., Tsurusawa, A., & Uebuchi, M.

The 7th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition.2016/08

Detail

Venue:Njimegen

The Effects of motivational climates of teams on individual achievement goals in sports.

Uebuchi, H., Hashimoto, Y., Matsumura, T., Noda, K., & Uebuchi, M.

Motivation and Social Perception Conference2016/07

Detail

Venue:Gdansk

Do implicit avoidance of IWM modulate the self-prime effect on attachment lexicon processing?

Hisashi Uebuchi, Taiki Matsumura, May Takahashi, Yuri Kawamura, and Marie Uebuchi

17th Annual convention Society for Personality and Social Psychology2016/01

Detail

Venue:San Diego

A comprehensive coping model of self-regulation and avoidance behaviors for academic settings.

Hisashi Uebuchi and Taiki Matsumura

The 14th European Congress of Psychology2015/07

Detail

Venue:Milan

How does the implicit internal working model measured by Go/No-Go Association Task have effects on social information processing?

Hisashi Uebuchi, Kotono Yamada, Akinori Sakai, Masahiro Saito, Eriko Ito, Marie Uebuchi, Akiko Tonegawa

28th International Congress of Applied Psychology2014/07

Detail

Venue:France

How do implicit theories of learning develop?

Uebuchi,H., Sakai, A., Saito, M., Fujie, Y., Muto, T., & Uebuchi, M.

16th European conference on Developmental Psychology2013/09

Detail

Venue:Switzerland

How do naive learning theories and learning strategies affect academic competence?

Uebuchi,H., Sakai, A., Saito, M., Fujie, Y., Muto, T., & Uebuchi, M.

Joint 7th Self Biennial International Conference and Eras Conference2013/09

The moderating effect of parents' attitudes of child-rearing on the relations between other-oriented achievement motivation and parents' expectaions.

Ito, T., Oie, M., Fujii, T., & Uebuchi, H.

Joint 7th Self Biennial International Conference and Eras Conference2013/09

Children's co-regulation in the classroom: Focusing on peer interactions in classroom discourse

Tonegawa, A,. & Uebuchi. H.

15th Biennial EARLI Conference for Research on Learning and Instruction2013/08

Detail

Venue:Munich

When and how children regulated each other in the classroom?

Tonegawa, A. & Uebuchi, H.

Biennial meeting of Earli (European Association for Research on Learning and Instruction) SIG (Special Interest Groups) 5 Learning and Development in Early Childhood2012/08

Detail

Venue:Utrecht

The differences between achievement goals of Korean students and Japanese students.

Uebuchi, H., Yamada, K., Uebuchi, M., Tonegawa, A., Sakai, A., Saito, T., Onoda, R., Kakuto, S., Oie, M., Ito, T., & Fujii T.

XXX International Conference of Psychology 20122012/07

Detail

Venue:Cape Town

Measuring attachment models using implicit association test.

Yamada, K., Fujii, T., & Uebuchi, H.

The annual meeting of International Society for Research on Emotion2011/07

The relationship between achievement goals and self-esteem.

Fujii, T., Yamada, K., & Uebuchi, H.

Sixth Self Biennial International Conference2011/06

Detail

Venue:Quebec City

Who or "what" do affect the contents of reaction-paper : From the stand point of Bakhtin's theory.

Onoda, R., Tongegawa, A., & Uebuchi, H.

Sixth Self Biennial International Conference2011/06

Detail

Venue:Quebec City

How emotion traits associate with stress copings and mental health

Tongegawa, A., Onoda, R., & Uebuchi, H.

Sixth Self Biennial International Conference2011/06

Detail

Venue:Quebec City

Is performance-approach goal truly adaptive : Relationship between achievement goals and assumed-competence.

Yamada, K., Fujii, T., & Uebuchi, H.

Sixth Self Biennial International Conference2011/06

Detail

Venue:Quebec City

Implicitness of implicit theories of intelligence: The problem of measuring implicit theories.

Uebuchi,H. & Fujii, T.

27th International Congress of Applied Psychology 2010/07

Detail

Venue:Melbourne

The "revoicing" as educational discourse strategy.

Onoda, R., Tonegawa, A., & Uebuchi, H.

27th International Congress of Applied Psychology 2010/07

Detail

Venue:Melbourne

Theorie de motivation et enseignement des langues

Congres de printemps 2006 Societe Japonaise de Didactique du Francais2006/05

Research Grants & Projects

Grant-in-aids for Scientific Research Adoption Situation

Research Classification:

Implicit aspects of internal working model in attachment

2014/-0-2016/-0

Allocation Class:¥1170000

Research Classification:

Cost of the foreign language learning perceived by learners in the autonomous learning environment

Allocation Class:¥15080000

Research Fund Acceptance Situation

Providers:Mayekawa Platinum Innovative Creation

Toward studying and resolution obstacles against lifelong learning.2018/07-2019/05

Representative

On-campus Research System

Special Research Project

協同学習状況での現実の行動に関わる目標,課題価値の影響

2017

Research Results Outline:Aims: In cooperative learning situation,students' real behaviors would be iAims: In cooperative learning situation,students' real behaviors would be influenced by personal traits. This study'spurpose...Aims: In cooperative learning situation,students' real behaviors would be influenced by personal traits. This study'spurpose was to verify to effects of motivational variables on cooperativelearning and motivational regulation. Method: 58 college students participatedsurvey. The questionnaires included scales of task-value, scales of cooperativework with friends, scales of motivation regulation, a scale of lack of persistence.In psychology class, survey has done.Results & Discussion The results suggested thattask-values had effects on cooperative behaviors and motivational regulation.

Lecture Course

Course TitleSchoolYearTerm
Educational Psychology(Secondary) KSchool of Education2019spring semester
Induction Program for Teaching Practice ABSchool of Education2019spring semester
Induction Program for Teaching Practice ABSchool of Education2019spring semester
Advanced Program for Teaching Profession ABSchool of Education2019fall semester
Introduction to Educational PsychologySchool of Education2019full year
Seminar in Educational Psychology ASchool of Education2019full year
Seminar in Educational Psychology II ASchool of Education2019full year
Developmental Psychology ISchool of Education2019full year
Developmental and Educational Psychology(M-1)Graduate School of Education2019spring semester
Developmental and Educational Psychology(M-2)Graduate School of Education2019fall semester
Developmental and Educational Psychology(M1-1)Graduate School of Education2019spring semester
Developmental and Educational Psychology(M1-2)Graduate School of Education2019fall semester
Developmental and Educational Psychology(M2-1)Graduate School of Education2019spring semester
Developmental and Educational Psychology(M2-2)Graduate School of Education2019fall semester
Special Studies in Developmental and Educational Psychology AGraduate School of Education2019spring semester
Special Studies in Developmental and Educational Psychology BGraduate School of Education2019fall semester
Educational Psychology (D-1)Graduate School of Education2019spring semester
Educational Psychology (D-2)Graduate School of Education2019fall semester
Developmental and Educational Psychology(D-1)Graduate School of Education2019spring semester
Developmental and Educational Psychology(D-2)Graduate School of Education2019fall semester