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2001年から2014年3月までの，国内で発表された小中学生対象のいじめに関する実証研究において，いじめをどのように定義しているかレビューした。その結果，従来型いじめの研究では，文部科学省の2006年度より前の調査の定義に準じて，“立場の不均衡” や加害の“一方向性” または“継続性” を含む傾向にあり，また加害者の“複数性” についても含まれる場合があること，あるいは文部科学省の現在のいじめ定義に準じて，いじめをおおまかに捉えたり，具体的に定義せず“いじめ” という用語で扱う場合があること，そしてネットいじめに関しては，主に海外の研究の定義に準じて，攻撃行動として幅広く取り扱う傾向にある，ということが確認された。また，こういった定義や調査方法の違いに由来すると思われるいじめ経験率の差異も示された。

This study investigated the relation between anger in the school context and stressors among elementary and junior high school children. The responses of 186 elementary school students and 294 junior high school students on the Japanese version of the Multidimensional School Anger Inventory, which consisted of Anger Experience, Hostility, Destructive Expression and Positive Coping subscales, and items for the stressors related to teacher, academics, friend, parent and self, were used.Hierarchical multiple regression analysis showed that teacher-related stressor significantly increased Hostility and Destructive Expression at school, and that Hostility moderated some of the impact of other stressors on behavioral expression of anger. Academic stressor had a significant effect on Destructive Aggression at junior high school age. Non-school-related stressors (parents-related and self-related) also had effects on cognitive and behavioral anger, depending on participants' gender and age level. Thus, together with building teacher-student rapport and reducing school stress, comprehensive approaches which include families and local communities would be needed to deal with anger-related problems and their prevention at school., 本研究では，学校での怒りとストレッサーに関して小中学生で同一の尺度を用い，学校での怒りにストレッサーが及ぼす影響について検討することを目的とする。両者の関連を明らかにすることで，学校での怒りに影響を及ぼす外的要因に関する知見が得られ，小中学生の学校での怒りを理解する一助となり，怒りが学校不適応に結びつく場合の環境調整や心理的支援に役立つことが期待される。なお学校以外のストレッサーとして，小学校高学年，すなわち思春期という特徴を踏まえると，成長に伴って変化する自分自身に関するものと，親子関係の変化に伴うものが考えられる。本研究では，この2つの領域を加味したストレッサーと怒りとの関連を検討することとした。

The purpose of this study was to examine causal relationships between three aspects of children's anger (emotion, cognition, and behavioral expression), using two-wave panel design. Responses of 543 students (198 from elementary schools and 345 from junior high schools) at two time points to the Japanese version of the Multidimensional School Anger Inventory were analyzed. Results of structural equation modeling indicated differences in causal relationships between anger aspects, based on gender and age level. In elementary schoolboys, prior "positiv ecoping" predicted later decrease of "anger experience." In elementary schoolgirls, prior "destructive expression" predicted later increase of "anger experience", and prior "anger experience" predicted later decrease of "positivecoping." There was also a simultaneous negative influence of "hostility" on "positivecoping." In junior high schoolboys, prior "destructive expression" predicted later "anger experience" and "hostility." Moreover, "positive coping" simultaneously influenced "destructive expression." In junior high schoolgirls, there was a cross-lagged negative reciprocal causal relationship between "hostility" and "positive coping" as well as a simultaneous causal relationship from "hostility" to "anger experience." Although these differences based on children's gender and age level, suggested in this study, need to be further addressed in future studies, they could provide useful information for designing prevention and intervention plans.

本研究では，J-MSAIの短縮版を作成し，妥当性・信頼性を検証することを目的とする。