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Effects of posture regulation on mood states, heart rate and test performance in children
http://hdl.handle.net/2241/00157184
http://hdl.handle.net/2241/0015718422931c59-c48c-434c-a50d-30ecf51b993a
名前 / ファイル | ライセンス | アクション |
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EP_38-9 (772.0 kB)
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Item type | Journal Article(1) | |||||
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公開日 | 2019-07-25 | |||||
タイトル | ||||||
タイトル | Effects of posture regulation on mood states, heart rate and test performance in children | |||||
言語 | ||||||
言語 | eng | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | journal article | |||||
著者 |
坂入, 洋右
× 坂入, 洋右× Inagaki, Kazuki× Shimizu, Takeshi |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This experiment aimed to investigate the effects of seated posture regulation on children’s psychological and physiological state and test performance. Thirty-eight boys (mean age: 12.3 ± 0.53 years) participated in both upright and normal posture conditions in a within-participants design. Participants completed a two-dimensional mood scale to measure psychological mood states and performed three tests (calculation, listening comprehension and word memory). Heart rate, as an index of physiological arousal state, was measured. Upright posture resulted in greater vitality and pleasure, as well as increased heart rate, compared with normal posture. Upright posture also led to significantly higher scores for calculation and listening comprehension tests. Moreover, increases in vitality level positively influenced increases in calculation and listening comprehension test scores. This study suggests that adopting an upright posture results in maintaining a positive psychological state and improving test performance of children. | |||||
書誌情報 |
Educational psychology 巻 38, 号 9, p. 1129-1146, 発行日 2018-12 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0144-3410 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA10620765 | |||||
DOI | ||||||
識別子タイプ | DOI | |||||
関連識別子 | 10.1080/01443410.2018.1504003 | |||||
権利 | ||||||
権利情報 | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 22/12/2018, available online: http://www.tandfonline.com/10.1080/01443410.2018.1504003. | |||||
著者版フラグ | ||||||
値 | author | |||||
出版者 | ||||||
出版者 | Taylor & Francis |