{"id":1429,"date":"2026-02-14T17:03:54","date_gmt":"2026-02-14T08:03:54","guid":{"rendered":"https:\/\/www.edu.hokudai.ac.jp\/rcccd\/?page_id=1429"},"modified":"2026-03-30T19:58:03","modified_gmt":"2026-03-30T10:58:03","slug":"ohtani-kazuhiro","status":"publish","type":"page","link":"https:\/\/www.edu.hokudai.ac.jp\/rcccd\/faculty\/ohtani-kazuhiro\/","title":{"rendered":"\u5927\u8c37\u3000\u548c\u5927"},"content":{"rendered":"\n
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\u5927\u8c37\u3000\u548c\u5927<\/h2>\n\n\n\n

Ohtani\u3000Kazuhiro<\/p>\n<\/div>\n<\/div>\n\n\n\n

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https:\/\/researchmap.jp\/ohtanikazuhiro<\/a><\/p>\n\n\n\n

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Ayumi Tanaka, Ayame Tamura, Ryo Ishii, Shin-ichi Ishikawa, Naoki Nakazato, Kazuhiro Ohtani, Michiko Sakaki, Takashi Suzuki & Kou Murayama (2023). Longitudinal Association between Maternal Autonomy Support and Controlling Parenting and Adolescents\u2019 Depressive Symptoms, Journal of Youth and Adolescence,52, pp. 1058\u20131073 \u3010DOI\u3011https:\/\/doi.org\/10.1007\/s10964-022-01722-1<\/td><\/tr>
Ohtani, K., Tamura, A., Sakaki, M., Murayama, K., Ishikawa, S.-i., Ishii, R., Nakazato, N., Suzuki, T., & Tanaka, A. (2023). Parental perception matters: Reciprocal relations between adolescents\u2019 depressive symptoms and parental perceptions. Journal of Counseling Psychology, 70(1), 103\u2013118. \u3010DOI\u3011https:\/\/doi.org\/10.1037\/cou0000632<\/td><\/tr>
Ohtani, K., Murayama, K., Ishii, R., Fukuzumi, N., Ishikawa, S., Sakaki, M., Suzuki, T., & Tanaka, A. (2020). Parental motivational perseverance predicts adolescents\u2019 depressive symptoms: An intergenerational analysis with actor-partner interdependence model. Journal of Youth and Adolescence. 49, 212-227.<\/td><\/tr>
Ohtani, K. & Okada, R. (2018). Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children. School Psychology International, 39, 435-453.<\/td><\/tr>
Ohtani, K. & Hisasaka, T. (2018). Beyond intelligence: A meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13, 179-212.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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