Abstract
ABSTRACT: A courage scale was developed to address issues regarding the definition of Adlerian courage. It considered the relationships among encouragement, courage, and boundary crossing in Japanese university students using structural equation modeling (SEM). According to exploratory factor analysis, the courage scale comprised two factors: striving for superiority over the self and social interest, consistent with Adler’s model of courage. Both factors exhibited sufficient reliability and validity. The SEM results indicated that encouragement from an intimate friend positively influenced social interest, which in turn positively influenced boundary crossing while negatively influencing boundary crossing in the absence of mediation. A classroom management approach based on the results and aimed at enhancing social interest is discussed from an Adlerian perspective.
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