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1
Yamazaki, Mizuki. "Factors influencing Asian students' attitudes toward Japan and the Japanese." Japanese journal of psychology 64, no. 3 (1993): 215–23. http://dx.doi.org/10.4992/jjpsy.64.215.
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Sasayama, Shoko. "Japanese college students' attitudes towards Japan English and American English." Journal of Multilingual and Multicultural Development 34, no. 3 (May 2013): 264–78. http://dx.doi.org/10.1080/01434632.2013.767341.
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Kobayashi, Emiko, and David P. Farrington. "Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States." International Journal of Offender Therapy and Comparative Criminology 63, no. 10 (February 21, 2019): 1876–95. http://dx.doi.org/10.1177/0306624x19832168.
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The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.
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Kobayashi, Emiko, and David Farrington. "Why Do Japanese Bully More than Americans? Influence of External Locus of Control and Student Attitudes Toward Bullying." Educational Sciences: Theory & Practice 20, no. 1 (January 28, 2020): 5–19. http://dx.doi.org/10.12738/jestp.2020.1.002.
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It is widely accepted that Japanese, compared to Americans, commit fewer criminal and other forms of deviant acts. However, there is evidence that Japanese students have an unusually high prevalence of bullying. In the current study, we develop a rationale for predicting that Japanese students, relative to Americans, should be oriented more strongly toward an external locus of control and have more favorable attitudes toward bullying, which, in turn, might explain why student bullying is more prevalent in Japan than in the U.S. Analyses of comparable survey data from college students in Japan (N = 584) and the U.S. (N = 623) provide generally supportive evidence for our predictions. In agreement with expectations, Japanese students committed more bullying acts during their high school days than Americans. Further, Japanese students were oriented more strongly toward an external locus of control and had more favorable attitudes toward bullying. After controlling for both an external locus of control and student attitudes toward bullying, the initially significant difference between the two samples in student bullying disappeared. We discuss the utility of comparative research to increase our understanding of cross-national differences in student bullying. We suggest that longitudinal comparative data on an external locus of control and student attitudes toward bullying, both of which reflect individual cognitive orientations, are an important resource for further development of school intervention programs around the world.
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Taylor, Charles R., George R. Franke, and Michael L. Maynard. "Attitudes toward Direct Marketing and its Regulation: A Comparison of the United States and Japan." Journal of Public Policy & Marketing 19, no. 2 (September 2000): 228–37. http://dx.doi.org/10.1509/jppm.19.2.228.17127.
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The authors propose that the high-context nature of Japanese communication and the collectivistic nature of Japanese culture have an impact on attitudes toward direct marketing and its regulation. The results of a survey of Japanese and U.S. university students suggest that certain types of direct marketing messages are less effective in Japan than in the United States. The results also indicate a greater willingness by Japanese respondents to support regulation of direct marketing practices. The authors discuss managerial implications of the findings for multinational marketers and advertisers and suggest public policy implications for direct marketing in Japan.
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Crystal, David S., Kazuo Kato, Sheryl Olson, and Hirozumi Watanabe. "Attitudes Towards Self-change: A Comparison of Japanese and American University Students." International Journal of Behavioral Development 18, no. 4 (December 1995): 577–93. http://dx.doi.org/10.1177/016502549501800401.
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This study examined attitudes related to the possibility of changing cognitions and behaviours among samples of college students in the United States and Japan. Students were asked to identify three things about themselves that they wanted to change, the method they would use to effect these changes, how difficult they thought making such changes would be, and how much they desired to make the changes. Japanese and US students differed significantly in the frequency with which they mentioned all seven aspects of the self that were targeted for change. Students in the United States expressed a desire to improve their sociability, academic achievement and cognitive abilities, physical appearance, and sense of individuality. Students in Japan were most concerned about enhancing their relationships with others, self-control and motivation, and ability to manage practical affairs. In addition, US respondents were more likely than their Japanese counterparts to use behaviour-oriented strategies, to believe it was easy to make self-changes, and to indicate a strong desire to improve the self. The findings are discussed in the context of theories describing different cultural construals of self, and of empirical research on differences between collectivistic and individualistic cultures.
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Murata, Kiyoshi, Yasunori Fukuta, Yohko Orito, and Andrew A. Adams. "Few youngsters would follow Snowden’s lead in Japan." Journal of Information, Communication and Ethics in Society 15, no. 3 (August 14, 2017): 197–212. http://dx.doi.org/10.1108/jices-08-2016-0026.
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Purpose This paper aims to deal with the attitudes towards and social impact of Edward Snowden’s revelations in Japan, taking the Japanese socio-cultural and political environment surrounding privacy and state surveillance into account. Design/methodology/approach A questionnaire survey of 1,820 university students and semi-structured follow-up interviews with 56 respondents were conducted, in addition to reviews of the literature on privacy and state surveillance in Japan. The outcomes of the survey were statistically analysed, and qualitative analyses of the interview results were also performed. Findings Snowden’s revelations have had little influence over Japanese youngsters’ attitudes towards privacy and state surveillance, mainly due to their low level of awareness of the revelations and high level of confidence in government agencies. Practical implications The study results imply a need for reviewing educational programmes for civic education in lower and upper secondary education. Social implications The results of this study based on a large-scale questionnaire survey indicate an urgent necessity for providing Japanese youngsters with opportunities to learn more about privacy, liberty, individual autonomy and national security. Originality/value This study is the first attempt to investigate the social impact of Snowden’s revelations on Japanese youngsters’ attitudes towards privacy and state surveillance as part of cross-cultural analyses between eight countries.
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Minato, Saburo, and Tsugio Kamada. "Brief Report: Results of Research Studies on Causal Predominance between Achievement and Attitude in Junior High School Mathematics of Japan." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 96–99. http://dx.doi.org/10.5951/jresematheduc.27.1.0096.
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Data from the Second International Mathematics Study indicated that the very high mathematics achievement of Japanese students was accompanied by a very low attitude toward mathematics in the distribution of the scores of the educational systems (Travers & Westbury, 1989). This perplexing result is worrisome for mathematics teachers in Japan, because both high achievement in mathematics and the development of positive attitudes toward mathematics are important goals of teaching mathematics. Thus, it is urgent to make teachers aware of the relationship between achievement and attitude.
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Nazarahari, Amin, Nader Ghotbi, and Koji Tokimatsu. "Energy Poverty among College Students in Japan in a Survey of Students’ Knowledge, Attitude and Practices towards Energy Use." Sustainability 13, no. 15 (July 29, 2021): 8484. http://dx.doi.org/10.3390/su13158484.
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In order to investigate the problem of energy/fuel poverty in Japan, we examined the knowledge, attitude, and practices towards energy usage of a random group of 447 college students in an international university in Japan. The majority of the students were living independently in private or shared accommodations, depended on portable heating/cooling appliances, and were billed directly for their electricity usage. The responses of 205 Japanese and 236 non-Japanese students to a detailed survey about energy consumption for daily living and its cost were collected. The examined variables included students’ monthly income/allowance, energy bills, attributes of energy use including room temperature setting for cooling in summer and heating in winter, the students’ awareness of energy fees, and their attitude towards energy use vs. saving in energy costs. The results indicate that energy bills were perceived as too high by most non-Japanese students as compared to Japanese students, while for both Japanese and non-Japanese students there was a positive correlation between monthly income/allowance and energy bills. The findings suggest that energy poverty is common among college students living independently in Japan, such that, in future research, they may be included in the category of vulnerable households with respect to energy poverty.
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Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.
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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.
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Randel, Bruce, Harold W. Stevenson, and Evelin Witruk. "Attitudes, beliefs, and mathematics achievement of German and Japanese high school students." International Journal of Behavioral Development 24, no. 2 (June 2000): 190–98. http://dx.doi.org/10.1080/016502500383313.
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A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.
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Zabelina, Ekaterina, Olga Deyneka, and Elvina Yagnakova. "Psychological time as a predictor of economic mind: Evidence from Russia and Japan." E3S Web of Conferences 210 (2020): 20001. http://dx.doi.org/10.1051/e3sconf/202021020001.
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Today, in the conditions of virtual space, a huge flow of information, accelerating subjective time are taking place in everyday life including the economic sphere. Economic mind in the context of globalization reflects the phenomena and relationships in the economic sphere that exist not only in the real market, but also in the virtual world of goods and services. In this regard, the scientific interest is the question of how ideas about time change in the global society, and what role they play in the shaping of the economic mind of an individual. The purpose of the study is to determine what characteristics of psychological time predict the features of the economic mind of young people in Russia and Japan. In the study (N=540), a more systematic determination of the economic mind of the Japanese was revealed, including not only orientation toward the future, but also taking into account past experience, as well as feelings in the present. In the formation of economic attitudes, Russian students are more oriented toward their future. The affective component of psychological time makes a greater contribution to the shaping of economic attitudes (the value of independent economic achievements, activity in the banking sector, etc.) of the Russian students, and the cognitive component - for Japanese students. This fact indicates a less serious relation to economic realities of the students in Russia compared to the Japanese.
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Yamauchi, Takashi, Tsuneo Semba, Anju Sudo, Nobuko Takahashi, Hirofumi Nakamura, Kunihiro Yoshimura, Hitoshi Koyama, Shoko Ishigami, and Tadashi Takeshima. "Effects of psychiatric training on nursing students’ attitudes towards people with mental illness in Japan." International Journal of Social Psychiatry 57, no. 6 (July 7, 2010): 574–79. http://dx.doi.org/10.1177/0020764010374419.
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Background: Nursing students’ attitudes towards people with mental illness can be influenced by training experience. Aim: To examine the relationship between the attitudes of nursing students towards people with mental illness and the psychiatric training imparted to the students by using textual data and conducting frequency analysis. Methods: We identified the words/phrases which were considered to represent the attitudes towards people with mental illness at pre-training (T1) and post-training (T2) stages from reports written by 76 Japanese nursing students, and examined the differences in the frequencies of the words/phrases used at T1 and T2. Results: With regard to the students’ attitudes towards people with mental illness, generally, the frequencies of words/phrases that had somewhat negative to strongly negative nuances were high at T1, whereas those of the words/phrases that had somewhat positive or neutral nuances were high at T2. Also, analysis showed that words/phrases such as ‘scary’ were used more frequently at T1, whereas words/phrases such as ‘not scary’ were used more often at T2. Conclusion: The students’ attitudes may change favourably owing to, at least in part, psychiatric training.
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NOMURA, TATSUYA, TOMOHIRO SUZUKI, TAKAYUKI KANDA, JEONGHYE HAN, NAMIN SHIN, JENNIFER BURKE, and KENSUKE KATO. "WHAT PEOPLE ASSUME ABOUT HUMANOID AND ANIMAL-TYPE ROBOTS: CROSS-CULTURAL ANALYSIS BETWEEN JAPAN, KOREA, AND THE UNITED STATES." International Journal of Humanoid Robotics 05, no. 01 (March 2008): 25–46. http://dx.doi.org/10.1142/s0219843608001297.
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To broadly explore the rationale behind more socially acceptable robot design and to investigate the psychological aspects of social acceptance of robotics, a cross-cultural research instrument, the Robot Assumptions Questionnaire (RAQ) was administered to the university students in Japan, Korea, and the United States, focusing on five factors relating to humanoid and animal-type robots: relative autonomy, social relationship with humans, emotional aspects, roles assumed, and images held. As a result, it was found that (1) Students in Japan, Korea, and the United States tend to assume that humanoid robots perform concrete tasks in society, and that animal-type robots play a pet- or toy-like role; (2) Japanese students tend to more strongly assume that humanoid robots have somewhat human characteristics and that their roles are related to social activities including communication, than do the Korean and the US students; (3) Korean students tend to have more negative attitudes toward the social influences of robots, in particular, humanoid robots, than do the Japanese students, while more strongly assuming that robots' roles are related to medical fields than do the Japanese students, and (4) Students in the USA tend to have both more positive and more negative images of robots than do Japanese students, while more weakly assuming robots as blasphemous of nature than do Japanese and Korean students. In addition, the paper discusses some engineering implications of these research results.
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Dizon, Gilbert. "Japanese Students’ Attitudes Towards the Use of Facebook in the EFL Classroom." Language Teacher 39, no. 5 (September 1, 2015): 9. http://dx.doi.org/10.37546/jalttlt39.5-2.
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Facebook is the most widely used social networking site in the world. However, little is known of the views that Japanese students have towards its use to enhance language learning. This paper reports on a survey of students in Japan to determine their perceptions of the use of Facebook in four EFL courses. The participants were 41 students who were a part of the Faculty of Foreign Studies at a university in Japan. Students were divided into separate Facebook groups according to their class and were required to participate in weekly discussions through the site. The results revealed that the survey respondents had moderately favorable views of using Facebook to learn English. In particular, the site’s ease of use, convenience, and low-stress environment were seen as distinct advantages. These findings illustrate that Japanese students perceive Facebook as a beneficial tool for language learning. Facebookは世界中で最も広く利用されているSNS（ソーシャルネットワーキングサービス）である。しかしFacebookの言語学習への利用について、日本の学習者がどんな認識を持っているかはほとんど知られていない。本論では4つのEFLクラスでの、Facebook利用に関する日本人英語学習者の認識調査を報告する。対象者は大学の外国語学部に属する英語学習者41名で、クラスごとに別のFacebookグループに分けられ、週に1度Facebookを通じたディスカッションに参加した。その結果、英語学習のためのFacebook利用に関して、学習者は概ね好意的な認識を持っていることが示された。特に、サイトの使いやすさ、便利さ、ストレスの低い環境といった要因が大きな利点として挙げられた。これらの結果から、EFL学習者がFacebookを言語学習の有益なツールとして捉えていることが明らかになった。
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Miyamoto, Reiko, Dido Green, Peter Bontje, Natsuka Suyama, Nobuo Ohshima, Sally S. A. Fever, and Jenny Butler. "Student Perceptions of Growth-Facilitating and Growth-Constraining Factors of Practice Placements: A Comparison between Japanese and United Kingdom Occupational Therapy Students." Occupational Therapy International 2019 (November 28, 2019): 1–13. http://dx.doi.org/10.1155/2019/8582470.
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This study compared growth-facilitating and growth-constraining experiences of practice placements as perceived by occupational therapy students from Japan and the United Kingdom (UK). Fifteen students from Japan and 14 from the UK used a nominal group technique (NGT) to rank, individually and in groups, their subjective learning experiences during practice placements. Qualitative analysis and simple tabulation based on ranking of items obtained in the NGT were performed. Five item categories were identified from both Japanese and UK students: self-reflection, the role of supervisor, sense of responsibility, clinical knowledge and skills, and time management. Results showed that all students perceived opportunities for self-reflection and feedback from supervisors as growth facilitating and students’ passive attitudes towards requirements of practice placements as growth constraining. Country-specific differences between students were observed in clinical knowledge and skills, sense of responsibility, and time management. Japanese students perceived that preparatory study led to successfully treating clients during placement, and they tended to commit to placement assignments at the expense of time outside. UK students valued working independently with a sense of responsibility but considered time-management problems within their placement hours as growth constraining. These differences can be explained by different social norms and expectations of students from Japan and the UK.
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Hatabu, Asuka, Xinhua Mao, Yi Zhou, Norihito Kawashita, Zheng Wen, Mikiko Ueda, Tatsuya Takagi, and Yu-Shi Tian. "Knowledge, attitudes, and practices toward COVID-19 among university students in Japan and associated factors: An online cross-sectional survey." PLOS ONE 15, no. 12 (December 21, 2020): e0244350. http://dx.doi.org/10.1371/journal.pone.0244350.
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The coronavirus disease (COVID-19) pandemic has greatly altered peoples’ daily lives, and it continues spreading as a crucial concern globally. Knowledge, attitudes, and practices (KAP) toward COVID-19 are related to individuals’ adherence to government measures. This study evaluated KAP toward COVID-19 among university students in Japan between May 22 and July 16, 2020, via an online questionnaire, and it further investigated the associated determining KAP factors. Among the eligible respondents (n = 362), 52.8% were female, 79.0% were undergraduate students, 32.9% were students whose major university subjects were biology-related, 35.4% were from the capital region, and 83.7% were Japanese. The overall KAP of university students in Japan was high. All respondents (100%) showed they possessed knowledge on avoiding enclosed spaces, crowded areas, and close situations. Most respondents showed a moderate or higher frequency of washing their hands or wearing masks (both at 96.4%). In addition, 68.5% of respondents showed a positive attitude toward early drug administration. In the logistic regressions, gender, major subjects, education level, nationality, residence, and psychological factors (private self-consciousness and extroversion) were associated with knowledge or attitudes toward COVD-19 (p < 0.05). In the logistic and multiple linear regressions, capital regions, high basic knowledge, high information acquisition, correct information explanations contributed positively to preventative action (p < 0.05). Non-capital regions, male gender, non-bio-backgrounds, high public self-consciousness, high advanced knowledge, incorrect information explanations, and high extroversion contributed negatively to self-restraint (p < 0.05). Moreover, self-restraint was decreasing over time. These findings clarify the Japanese university students’ KAP and the related factors in the early period of the COVID-19 pandemic, and they may help university managers, experts, and policymakers control the future spread of COVID-19 and other emerging infections.
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MARTIN, ASSUNTA. "The ‘katakana effect’ and teaching English in Japan." English Today 20, no. 1 (January 2004): 50–55. http://dx.doi.org/10.1017/s0266078404001087.
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THIS discussion of the condition of English teaching in Japan looks at some deeply rooted national educational and cultural attitudes, including in particular the impact of ‘the katakana effect’ on speaking and listening among teachers and students alike. A unique configuration of cultural, historical, sociological, and linguistic factors presents Japanese teachers with serious challenges. The Ministry of Education, faced with a rising dropout rate, cases of bullying, accusations against irresponsible teachers, and complaints from parents, agreed in 2000 to adopt reforms. The resulting curriculum and methodology changes necessarily address issues relating to English. Although the reforms aim to produce a generation able to thrive socially and professionally in the international community, entrenched beliefs and values threaten their implementation, particularly with regard to a more natural and creative way of teaching and learning Japan's international language of choice.
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Hanada, Shingo, and Miki Horie. "Impact of the CAMPUS Asia initiative for developing Japanese students’ attitude toward mutual understanding: A case study of the Japan–China–Korea trilateral exchange program." Research in Comparative and International Education 16, no. 3 (August 22, 2021): 276–94. http://dx.doi.org/10.1177/17454999211039172.
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This article discusses the impacts of the East Asian Leaders Program (EALP) organized as a trilateral collaborative educational program participated by students from Japanese, Chinese, and Korean universities. The East Asian Leaders Program has been operated under the CAMPUS Asia initiative led by the governments of the three countries, aiming at cultivating talents who contribute to promoting mutual understanding between the three countries. The empirical analysis of this study was designed by a mixed method approach collected from 16 Japanese students. The results showed that the East Asian Leaders Program has cultivated students’ attitudes and skills for mutual understanding, including acceptance/willingness to understand, ability to consider different perspectives, self-expression and assertion, and initiative and resilience. As this study indicates that the East Asian Leaders Program is effective for fostering students’ attitudes toward mutual understanding, further policy development should consider encouraging universities to develop such practices to increase intra-Asian student mobility as an alternative strategy for the internationalization of higher education.
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Gamble, Craig, Michael Wilkins, Jonathan Aliponga, Yakuko Koshiyama, Keiko Yoshida, and Shirley Ando. "Learner autonomy dimensions: What motivated and unmotivated EFL students think." Lingua Posnaniensis 60, no. 1 (June 1, 2018): 33–47. http://dx.doi.org/10.2478/linpo-2018-0003.
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Abstract To counter the misunderstandings that students from East Asian countries like Japan are less autonomous than learners from other cultural backgrounds, this exploratory research examined Japanese university students’ attitudes toward their own responsibility and ability to study English autonomously. Student motivation was observed specifically to determine how students perceived their learning inside and outside the classroom. In this study, 958 students from 12 universities across Japan participated in a 24-item adapted questionnaire on learner autonomy. Based on the data collected, slight to not significant differences were revealed regarding students’ perceptions of responsibility to perform autonomous learning tasks. However, with regard to perceived ability to perform autonomous learning tasks, there were significant differences as motivated students demonstrated a far greater confidence in their capacity to be involved in their own learning than unmotivated students, yet they did not necessarily act on their ability to do so. These findings and their implications are explored and discussed.
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Uno, Kei. "Consuming the Tower of Babel and Japanese Public Art Museums—The Exhibition of Bruegel’s “The Tower of Babel” and the Babel-mori Project." Religions 10, no. 3 (March 5, 2019): 158. http://dx.doi.org/10.3390/rel10030158.
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Two Japanese public art museums, the Tokyo Metropolitan Art Gallery and the National Art Museum of Osaka, hosted Project Babel, which included the Babel-mori (Heaping plate of food items imitating the Tower of Babel) project. This was part of an advertising campaign for the traveling exhibition “BABEL Collection of Museum Boijmans Van Beuningen: Bruegel’s ‘The Tower of Babel’ and Great 16th Century Masters” in 2017. However, Babel-mori completely misconstrued the meaning of the Tower of Babel in Genesis 11:1–9. I explore the opinions of the curators at the art museums who hosted it and the university students who took my interview on this issue. I will also discuss the treatment of artwork with religious connotations in light of education in Japan. These exhibitions of Christian artwork provide important evidence on the contemporary reception of Christianity in Japan and, more broadly, on Japanese attitudes toward religious minorities.
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Rinnert, Carol, and Hiroe Kobayashi. "Borrowing words and ideas." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 15–29. http://dx.doi.org/10.1075/japc.15.1.05rin.
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This study investigates Japanese university students’ perceptions related to the notion of plagiarism in their L1 academic context in Japan. The analysis is based on questionnaire and interview responses from Japanese undergraduate (N = 605) and graduate students (N = 110). The responses are compared across disciplines (science versus liberal arts majors) and across academic levels (undergraduate versus graduate students), along with a cross-cultural comparison with similar responses from a smaller number of native English speaking undergraduates in the U. S. (N = 76). The findings of the study indicate that Japanese students do not have much knowledge of citation of sources, particularly as compared to U. S. students, and they perceive the borrowing of words or ideas without citing the source to be not entirely negative. Although both academic level and major field apparently affect students’ knowledge of citation conventions and attitudes toward borrowing words or ideas, the results suggest that academic discipline may be more influential than academic level. In particular, liberal arts (humanities and social science) majors showed more awareness than science (computer science, engineering and physical science) majors of a need for crediting sources. The insights provided by the participants suggest a number of ways in which teachers might facilitate students’ acquisition of academic literacy and citation conventions in their L2.
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McCarthy, Minako. "Does an Upcycling Kimono Practice Support Recycle-Oriented Cultural Sustainability? Japanese College Students’ Perspectives." IAFOR Journal of Cultural Studies 6, no. 1 (July 14, 2021): 45–67. http://dx.doi.org/10.22492/ijcs.6.1.03.
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Kimono (a traditional Japanese garment worn by women) has played an important role in Japanese indigenous cultural origins. Ecological and sustainable ideas have inherently existed in kimono culture within this lifestyle. Since the United Nations announced the Sustainable Development Goals (SDGs) in 2015, the Japanese government has focused on creating healthy spaces with a sustainable direction in mind. However, textile-related product recycling rates were relatively low in Japan at the time. This empirical study used SDGs as a conceptual framework to examine Japanese college students’ perceptions of kimono upcycling practices and challenges. A mixed method was used to analyze the data. An open-ended questionnaire was distributed to college students in June 2019 in Liberal Arts at a national women’s university (n=155). The findings showed that interest in kimono upcycling moderately correlated to those and an interest in western garments upcycling (.578; p<.01). The relationship between these variables was significant (Chi-square: 48.471; p <.001). In the qualitative analysis, a coding method was used to explore common themes of students’ awareness and knowledge of upcycling kimono practices and found four strong themes to be present. The students perceived that upcycled kimono items connected to preserving family memories, whereas others noted upcycled items were used for sustainable resources. Also, three common challenges were found: practicality, technical issues, and people’s awareness. Some students also associated items with Japanese cultural preservation. College students’ attitudes and perceptions towards cultural sustainability engagement could therefore be a crucial mediator during sustainable development drives.
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Kawasaki, Yui, and Rie Akamatsu. "Appreciation for food, an important concept in mindful eating: association with home and school education, attitude, behavior, and health status in Japanese elementary school children." Global Health Promotion 27, no. 3 (December 18, 2019): 140–49. http://dx.doi.org/10.1177/1757975919875650.
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Background: Appreciating food is an important concept in mindful eating, mentioned by advocates of an expanded model of mindful eating in 2016. With the exception of Japan, this concept is not common in many countries. Objective: We aimed to describe the role that appreciation for food has in the health of children from two perspectives: 1) association between children’s appreciation for food and their backgrounds, such as home and school educational experiences related to food, and 2) association between their appreciation for food and outcomes, such as attitude toward food, eating behaviors, and health status. Design: Cross-sectional. Methods: Data were obtained from self-administered anonymous questionnaires sent to 2070 elementary school students in Tokyo, Japan, during October and December 2006. They contained several question items pertaining to the characteristics of participants: home and school educational experiences related to food, attitudes towards food (including level of appreciation for food), eating behaviors, and health status. T-test, Pearson’s correlation coefficient, and simple and multiple linear regression analyses were used to compare the total score of appreciation for food with other factors. Results: Surveys were completed by 1994 children (response rate: 96.3%) and significant correlations were indicated by gender, educational experiences at home and school, attitudes toward healthy food, recommended food preferences, breakfast consumption, and body mass index. Conclusions: We concluded that appreciation for food plays an important role in children’s health.
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Shimoda, Hiroko, and Soili Keskinen. "Ideal Gender Identity Related to Parent Images and Locus of Control: Jungian and Social Learning Perspectives." Psychological Reports 94, no. 3_suppl (June 2004): 1187–201. http://dx.doi.org/10.2466/pr0.94.3c.1187-1201.
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In this research, we wanted to clarify how gender images are different or invariant and related to parents, attributes, and the attitude of controlling life (locus of control) in two cultural contexts, Japan and Finland. For this purpose, students' ideal gender images, consisting of ideal mother, female, father and male images, and parents' similarity to the four ideal gender images were studied in 135 Japanese and 119 Finnish university students. Major findings were (a) Japanese students' ideal gender images were more stereotypic than those of Finnish students; (b) students' ideal mother image and parents' similarity to the ideal mother image were related only to their sex, which supports Jung's theory; (c) students socially learned other ideal gender images, but these did not fit with expectation from social learning theory; (d) Japanese students' mothers are models or examples of gender images, but Finnish male students did not seem to base their ideal gender images on their parents. Implication of measures was discussed.
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Richardson, George, David Blades, Yoshisuke Kumano, and Kiyoshi Karaki. "Fostering a Global Imaginary: The Possibilities and Paradoxes of Japanese and Canadian Students’ Perceptions of the Responsibilities of World Citizenship." Policy Futures in Education 1, no. 2 (June 2003): 402–20. http://dx.doi.org/10.2304/pfie.2003.1.2.14.
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This article presents the results of a pilot study comparing how high-school students in Canada and Japan ( n=194) understand and imagine the responsibilities of ‘world citizenship.’ Analysis of the results of our study indicate that despite similarities in perceptions between students in the two nations, significant differences exist in how Japanese and Canadian students construct a global imaginary of citizenship – particularly in terms of the extent to which students have a hopeful attitude towards the future and view themselves as active participants in the resolution of global issues. These results suggest that educational policy makers in Canada and Japan currently involved in curriculum reform that emphasizes internationalization and intercultural dialogue, must be mindful of the possibilities and paradoxes inherent in attempts to foster a global imaginary of citizenship among their students.
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Sato, Yoshiko, Masamitsu Miyanaga, and Da-Hong Wang. "Psychosocial Determinants of Fruit and Vegetable Intake in Japanese Adolescents: A School-Based Study in Japan." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5550. http://dx.doi.org/10.3390/ijerph17155550.
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A few studies in Japan have demonstrated positive attitudes, self-efficacy, social support, and perceived barrier were associated with fruit and vegetable (F&V) intake in adults; however, limited evidence addresses the association of psychosocial factors with F&V intake in adolescents. A cross-sectional study through a questionnaire survey was conducted at junior and senior high schools, and 933 students completed the questionnaire. Data were analyzed by X2 test and Student t-test. The findings demonstrated 2.7% of participants were aware of the current recommendations for vegetable and 2.0% for fruit. Only 4% and 8.1% of participants reported they consumed recommended amount of vegetables and fruits. In comparison with males, females showed higher scores of attitude (p < 0.01), responsibility (p < 0.01), and social support (p < 0.01). The barriers to vegetable intake were “I’m eating enough now”, “not always available when eating away from home”; the barriers to fruit intake were “don’t have a habit of having 100% juice or fruit in the morning”, and “cost too much”. The findings suggest the change of adolescents’ knowledge about what they should eat is needed in boosting F&V consumption. The development of an intervention program for adolescents needs to target socio-environmental factors such as family support, and nutritional education for early healthy habit formation.
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Osera, Tomoko, Mitsuyo Awai, Misako Kobayashi, Setsuko Tsutie, and Nobutaka Kurihara. "Self-Rated Health and Lifestyle/Food Habits in Japanese Junior High School Students." Global Journal of Health Science 11, no. 7 (June 11, 2019): 80. http://dx.doi.org/10.5539/gjhs.v11n7p80.
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Adolescence is a crucial period for health status formation. Adolescence is the period during which health-related behaviours, such as nutrition-related behaviours and physical activities, are developed. Self-rated health (SRH) assessment during adolescence is strongly associated with general well-being and psychosomatic symptoms. The current study investigated the relationship between SRH and lifestyle, eating habits and attitudes toward food among junior high school students. A total of 438 students aged 13–15 years and their parents in the Hyogo prefecture of Japan participated in this study. Questionnaires were distributed to the students, who attempted them at home with their parents and returned them via Freepost envelopes. The questionnaires comprised the SRH assessment, lifestyle information, an unidentifiable description of the subject and their guardian’s SRH, and 39 parameters regarding food-related habits and attitudes. The χ2 test or Fisher’s exact test were employed to assess any associations between the independent variables and SRH at a 5% level of significance. The differences between the healthy and unhealthy SRH groups were examined for all significant items using a logistic regression analysis after adjusting for sex and age. Of the participants, 188 (42.9%) returned both completed questionnaires. Among the respondents, 53.2% reported feeling very healthy. SRH assessment did not significantly differ with sex, age or school. Eleven parameters were significantly associated with SRH (P < 0.05 by χ2 test). The guardians’ SRH had no association with the students’ SRH. The excellent SRH group had no headaches [odd’s ratio (OR): 1.68; confidence interval (CI): 1.29–2.18], went to bed early [OR: 1.88; CI: 1.17–3.02], liked home-cooked meals to a greater extent [OR: 2.55; CI: 1.54–4.22], and had good exercise habits [OR: 2.98; CI: 1.27–6.99] compared with the very good to poor SRH group. High SRH was strongly associated with going to bed early, not having headaches, liking home-cooked meals, and having good exercise habits among Japanese junior high school students.
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Park, Joonha, Paul Bain, and Takashi Kusumi. "Nuclear Power and Japan's Collective Future: Understanding Beliefs About How Nuclear Policies Will Affect Society." Journal of Pacific Rim Psychology 9, no. 2 (October 30, 2015): 78–85. http://dx.doi.org/10.1017/prp.2015.9.
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Despite ongoing controversies regarding possible directions for the nuclear plants program throughout Japan since the Fukushima disaster, little has been researched about people's belief structure about future society and what may affect their attitudes toward different policy options. Beyond policy debates, the present study focused on how people see a future society according to the assumptions of different policy options. A total of 125 students at Japanese universities were asked to compare a future society with society today in which one of alternative policies was adopted (i.e., shutdown or expansion of nuclear reactors) in terms of characteristics of individuals and society in general. While perceived dangerousness of nuclear power predicted attitudes and behavioural intentions to make personal sacrifices for nuclear power policies, beliefs about the social consequences of the policies, especially on economic development and dysfunction, appeared to play stronger roles in predicting those measures. The importance of sociological dimensions in understanding how people perceive the future of society regarding alternative nuclear power policies, and the subtle discrepancies between attitudes and behavioural intentions, are discussed.
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Green, Kieran, and Junichi Fujita. "Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan." English Language Teaching 9, no. 9 (August 8, 2016): 156. http://dx.doi.org/10.5539/elt.v9n9p156.
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<p>Here is documented an investigation to assess the motivational drivers of a group of Japanese, first-year, dental-university students taking part in compulsory EFL classes and to compare those motivational drivers with an investigation into the motivational drivers of a group of Japanese IT students. There was a clear difference between extrinsic and intrinsic motivational drivers between the two groups. It was discovered that dental students valued English much less for work related reasons (intrinsic) and more for personal reasons (extrinsic), and that overall they had a more favourable attitude to their EFL studies. It was demonstrated that for this group of dental students the importance of English for dentists at work and in research needs to be emphasized in lessons and that students have a favourable attitude to using English and would be happy to have more communication-based exercises in class. This work is the first documented evidence of students of different subjects having different motivations. It is important to the wider teaching community as there are few comparisons of motivation in the literature, and the investigation presented here clearly demonstrates that what motivates one group of students does not necessarily motivate another group, and quite probably, the fingerprint of motivational drivers is quite different for students of different subjects.</p>
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Maeda, Naoki, and Soichiro Hatada. "The school attendance problem in Japanese compulsory education: the case of a public junior high school." European Journal of Education and Psychology 12, no. 1 (April 17, 2019): 63. http://dx.doi.org/10.30552/ejep.v12i1.241.
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The purpose of this study was to collect accurate data on the School Attendance Problem (SAP) in Japan at a local level while using an explicit definition of legitimate attendance. Attendance data on 35 students at a junior high school (M=13.9 years, SD=0.9) were extracted and 11 fundamental factors related to SAP were examined. The analysis showed that the number of absences in the previous year was a strong predictor of SAP in the current year; that more than 90% of the subjects did not take advantage of special institutions; that parents’s attitude was a significant predictor of the prolongation of SAP; and that school withdrawal type (SW) was the most common form of SAP. Regardless of their attendance record or academic performance, all SAP students were advanced to the next grade at the end of the school year. Close cooperation between parents and school is identified as a key factor in addressing SAP. To give effective support to SAP students in Japan, it is necessary to review aspects of the educational system that may be encouraging students not to attend school.
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Osera, Tomoko, Mitsuyo Awai, and Nobutaka Kurihara. "Attitude towards Food Associated with Food Preferences in Japanese Elementary and Junior High School Students." Journal of Food Research 9, no. 6 (November 6, 2020): 42. http://dx.doi.org/10.5539/jfr.v9n6p42.
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Food-related preferences and practices are formed in early childhood. Our prior study suggested that children’s food preferences were related to their attitude towards food, especially “concern about food” and “respect for food.” In this study, we investigated the association of the high and low level of “attitude towards food” to food preferences of 6–16-year-old students. In 2017, a questionnaire was given to 1,658 students and guardians who attended public school and junior high school in the Hyogo prefecture of Japan. A total of 497 (29.9%) completed questionnaires were returned. The Kruskal–Wallis, Mann–Whitney U, and Jonckheere–Terpstra tests were employed to assess any associations between the independent variables and three levels of “concern about food” and “respect for food” with significance being at p < 0.05. The number of foods disliked by the students significantly decreased with increasing levels of “attitude towards food”. The present study suggests that the students’ “attitude towards food” was associated with their food preferences.
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Naito, Takashi, Tomoko Matsuda, Pachongchit Intasuwan, Wiladlak Chuawanlee, Supaporn Thanachanan, Jarun Ounthitiwat, and Meiko Fukushima. "Gratitude for, and Regret Toward, Nature: Relationships to Proenvironmental Intent of University Students from Japan." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 993–1008. http://dx.doi.org/10.2224/sbp.2010.38.7.993.
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With university students from Japan as participants, the current study was undertaken to examine the hypothesis that gratitude for and/or regret toward nature positively relate to proenvironmental intent. On the basis of preliminary studies, we constructed a questionnaire containing scales aimed at measuring gratitude, regret, and general feelings or impressions about nature, as well as a scale of proenvironmental intent, which was adapted from frequently-used scales of proenvironmental attitude. The partial regression coefficients of gratitude and regret on proenvironmental intent when general feelings towards nature were controlled suggested that only regret had a significant partial correlation with proenvironmental intent. A complementary study using scenarios about environmental behaviors confirmed the significant contribution of regret toward nature to proenvironmental intent in Japanese students.
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Mammadova, Aida. "Education in Biosphere Reserves to Enhance Intercultural Competence between Japanese and Russian Youth." European Journal of Sustainable Development 8, no. 5 (October 1, 2019): 87. http://dx.doi.org/10.14207/ejsd.2019.v8n5p87.
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Japan and Russian youth has many stereotypical cultural perceptions about each other’s culture, which in many times leads to cultural misunderstandings with negative effects. In this study we decided to use Biosphere Reserves (BRs), which are highly recognized areas under UNESCO’s MAB Programme for their conservation, learning and sustainable development initiatives, to enhance the cultural competence and awareness in youth of both countries. 50 Japanese students were divided into two groups and visited 3 Russian BR with 4 universities, with 2 weeks’ duration of each trip. Later 14 Russian students visited Japanese Mount Hakusan BR and participated in the academic BR training course for 3-weeks. We have conducted the specific survey to evaluate the changes in students’ knowledge, attitude and skills towards each other’s culture, and it was observed that all 3 elements were increased in all students. Besides 90% of students replied that they were strongly agree, that BR helped them to understand cultural diversity of each county. 87% replied that community interaction was the most effective way to break cultural stereotypes. This kind of cross-cultural communication in BR, showed very positive results and can be used as the new methodology for the future environmental education. Keywords: Environmental Education, Sustainability, Biosphere Reserves, Cultural Competence, Awareness
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Sumiyoshi, Tomoko, Nao Seki, Thimira Amarasinghe, Sachini Kumari Thennakoon, and Sayaka Kubota. "Lifestyle Changes and Passive Smoking Risk in Rural Japan: Comparing Cross-Sectional Surveys." Global Journal of Health Science 13, no. 6 (May 14, 2021): 110. http://dx.doi.org/10.5539/gjhs.v13n6p110.
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Recommended lifestyle and good mental/physical status in childhood are factors that facilitate lifelong health. This study investigated changes in the lifestyle of Japanese rural children over the past 15 years during which, tobacco-related education and lifestyle issues have significantly changed. This descriptive cross-sectional study was conducted in 2017 in Town A, rural, Japan. Data were collected using self-administered questionnaires, which were distributed to 360 students of two elementary schools and junior high schools in Town A. Daily activities, passive smoking exposure, mental/physical status, and Internet usage were evaluated and compared to data obtained from a similar survey conducted in 2002 in the same area and schools. Sleep time in 2017 was reduced compared to that in 2002 in both sexes but was significantly reduced only in girls. Exposure to passive smoking in 2017 was reduced compared to that in 2002, consistent with the significant reductions in the presence of family smokers (2002: 70.2%; 2017: 46.9%) and smoking in indoor living areas by family members (2002: 45.7%; 2017: 5.6%). Furthermore, the rate of intended future smoking was significantly lower in 2017 than in 2002 for both boys and girls (p<.001). Of 18 symptoms that can negatively affect students’ physical and mental health status, 12 were significantly reduced in 2017 compared to those in 2002. The lifestyle of children in rural Japan has improved over the past 15 years and children maintain negative attitudes toward future smoking. However, more attention to technology-related lifestyle issues, including watching television and Internet usage, is warranted.
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Takemura, Akimichi. "Set up and management of a Data Science faculty at Shiga University." Impact 2019, no. 10 (December 30, 2019): 18–20. http://dx.doi.org/10.21820/23987073.2019.10.18.
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Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.
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Kawamura, Yoko. "Sex-related perceptions associated with sexual activity status among Japanese adolescents who heavily use text messaging." International Journal of Adolescent Medicine and Health 24, no. 4 (December 1, 2012): 343–48. http://dx.doi.org/10.1515/ijamh-2012-0050.
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Abstract This study examines the relationship between sex-related perceptions and engagement in sexual intercourse among adolescents in Japan who were heavy users of text massaging. Using the data from the 6th National Survey on Youth Sexual Behavior of 548 high school students who heavily use text messaging, multinomial logistic regression analyses on variables constructing sexual norms and gender-role attitudes were conducted to assess the relationship with sexual activity status as the first step. A backward stepwise elimination method of multinomial logistic regression was used as the second step at which variables for each set of two factors were tested, and as the third step at which variables of two factors were simultaneously tested. The study results showed that perceptions were related to engagement in sexual intercourse among adolescents who heavily used text messaging. In particular, those who perceived that sex is an act to be engaged in at an earlier stage of a relationship and that men have a stronger sex drive tended to be sexually active or have experienced sexual intercourse. These findings could be utilized to design more effective sexual health education messages for Japanese adolescents who are at an elevated risk.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Masanobu Sakamoto, Zanaton Iksan, Aini Haziah Amirullah, and Bruce Lander. "How teachers respond to students’ mistakes in lessons." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 249–67. http://dx.doi.org/10.1108/ijlls-12-2016-0058.
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Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.
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Salehi, Sadegh, Audronė Telešienė, and Zahra Pazokinejad. "Socio-Cultural Determinants and the Moderating Effect of Gender in Adopting Sustainable Consumption Behavior among University Students in Iran and Japan." Sustainability 13, no. 16 (August 10, 2021): 8955. http://dx.doi.org/10.3390/su13168955.
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This article explores the underlying factors of sustainable consumption behavior. Survey data are employed to test the impacts of environmental attitude, knowledge, social awareness, perceived credibility of information sources, self-efficacy and gender on sustainable consumption patterns among samples of university students in Iran and Japan. This contributes to the scientific search for valid explanatory models that could be employed to foster lifestyle transformations towards sustainability. Our findings confirm positive relationship between self-efficacy, social awareness and sustainable consumption in both Japanese and Iranian samples. Other predicators did not have a consistent effect in both samples. This article also presents the results of moderated regression and discusses which impacts were moderated by gender. The discussion presents with interpretation of the findings and proposes possible alternative explanations.
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Adams, Andrew A., Kiyoshi Murata, Yasunori Fukuta, Yohko Orito, and Ana María Lara Palma. "Following Snowden around the World." Journal of Information, Communication and Ethics in Society 15, no. 3 (August 14, 2017): 311–27. http://dx.doi.org/10.1108/jices-03-2017-0016.
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Purpose A survey of the attitudes of students in eight countries towards the revelations of mass surveillance by the US’ NSA and the UK’s GCHQ has been described in an introductory paper and seven country-specific papers (The People’s Republic of China and Taiwan are combined in a single paper). This paper aims to present a comparison of the results from these countries and draws conclusions about the similarities and differences noted. Design/methodology/approach A questionnaire was deployed in Germany, Japan, Mexico, New Zealand, The People’s Republic of China, Spain, Sweden and Taiwan. The original survey was in English, translated into German, Japanese and Chinese for relevant countries. The survey consists of a combination of Likert scale, Yes/no and free-text responses. The results are quantitatively analysed using appropriate statistical tools and the qualitative answers are interpreted (including, where appropriate, consolidated into quantitative results). Findings There are significant differences between respondents in the countries surveyed with respect to their general privacy attitudes and their willingness to follow Snowden’s lead, even where they believe his actions served the public good. Research limitations/implications Owing to resource limitations, only university students were surveyed. In some countries (Germany and New Zealand), the relatively small number of respondents limits the ability to make meaningful statistical comparisons between respondents from those countries and from elsewhere on some issues. Practical implications Snowden’s actions are generally seen as laudable and having had positive results, among the respondents surveyed. Such results should give pause to governments seeking to expand mass surveillance by government entities. Originality/value There have been few surveys regarding attitudes to Snowden’s revelations, despite the significant press attention and political actions that have flowed from it. The context of attitudes to both the actions he revealed and the act of revelation itself is useful in constructing political and philosophical arguments about the balance between surveillance activity for state security and the privacy of individual citizens.
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Hasui, Chieko, Miki Hayashi, Atsuko Tomoda, Maki Kohro, Kyoko Tanaka, Fumiko Dekio, and Toshinori Kitamura. "Patients' Desire to Participate in Decision-Making in Psychiatry: A Questionnaire Survey in Japan." Psychological Reports 86, no. 2 (April 2000): 389–99. http://dx.doi.org/10.2466/pr0.2000.86.2.389.
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Japanese national sentiment has been described as paternalistic, which has potentially wide-ranging implications for the manner in which psychiatric patients should participate in medical decision-making. To examine the extent and possible determinants of the desire to participate in medical decision-making among Japanese people, we distributed a packet of questionnaires to 747 (nonmedical) university students and 114 of their parents. The questionnaires included an imaginary case vignette of psychotic depression. The participants were asked whether they would want various types of medical information, i.e., diagnosis, aetiology, treatment, outcomes, medical charts, etc., disclosed to them were they in such a psychiatric condition. Also included was the 1995 Scale for Independent and Interdependent Construal of the Self by Kiuchi. More than half of the participants wanted all the types of medical information disclosed to them. Those participants who wanted to have all types of information disclosed to them ( n = 413) as compared to those who did not want to know at least one type of information ( n = 445), tended to be male and to have an educational background in psychiatry (9.7% vs 5.4%) as well as an assertive attitude as indicated by a higher score on Independence on the Scale for Independence and Interdependent Construal of the Self. These results suggest that the Japanese in this sample are more likely to want to make an autonomous contribution to the psychiatric decision-making process and that less desire for information can be predicted by some demographic and personality factors.
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Farid, Mohamed, Jianfei Cao, Yeongjoo Lim, Teruyo Arato, and Kota Kodama. "Exploring Factors Affecting the Acceptance of Genetically Edited Food Among Youth in Japan." International Journal of Environmental Research and Public Health 17, no. 8 (April 23, 2020): 2935. http://dx.doi.org/10.3390/ijerph17082935.
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Genetically edited food utilizes new techniques that may decrease all of the risks associated with genetically modified food, or “GMO” food. Safety and labeling regulations for genetically edited food are still new, and it is challenging for the consumer to differentiate it from conventional food. Although genetically edited food has the potential for reducing the risks associated with the gene introduction process, consumer perceptions toward it are still unclear. The research has compared the regulations governing GMO food and genetically edited food in Japan, Europe, and the United States. We found that the genetically edited food regulations in Japan are the most science-based, in the meaning that genetically edited food products are allowed to be sold without any safety evaluation. Based on the difference among regions, we further studied the potential acceptance level for such products among Japanese consumers, where regulation seemed science-based as policy. To understand the factors that may affect the adoption of genetically edited food among youth in Japan, we utilized the structural equation modeling (SEM) method with 180 surveys of Japanese university students to measure six factors: Knowledge, Attitude Towards Technology, Perceived Benefits, Perceived Risks, Trust, and Willingness to Purchase. The survey was conducted twice with an intervention in the middle to measure the effect of science communication, and we found significant differences when comparing the two datasets. The results of this survey indicate the importance of increasing knowledge and the positive role of science communication in increasing the adoption and trust of biotechnology products, such as genetically edited food.
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Osera, Tomoko, Mitsuyo Awai, Misako Kobayashi, Setsuko Tsutie, and Nobutaka Kurihara. "Associations Between Non-Cognitive Skills, Self-Rated Health, Life Style, and Concern About Food in 6-16-Year-Old Japanese Students." Journal of Educational and Developmental Psychology 9, no. 2 (July 3, 2019): 26. http://dx.doi.org/10.5539/jedp.v9n2p26.
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Little is known about the effects of the non-cognitive skills on health. In this study, questionnaires were distributed to 1,658 school children aged 6–16 years and their parents in Hyogo Prefecture in Japan, who completed them at home and returned them in Freepost envelopes. The questionnaires included items about the child and his/her self-rated health (SRH), lifestyle, food-related habits and attitudes. The responses were anonymous and unidentifiable. Associations between the independent variables and high/low non-cognitive skills were assessed with the χ2 test or Fisher’s exact test at a 5% level of significance. Groups with high and low non-cognitive skills were defined and factors that differed significantly between them were examined using logistic regression analysis. In total, 496 (29.9%) returned both completed questionnaires. In this study, we separated the children and students aged 6–12 and 13–16 years, respectively. Furthermore, we categorized them according to the Japanese education system. Among the children aged 6–12 years, the high non-cognitive skills group suffered fewer headaches, went to bed earlier, had a greater preference for home-cooked meals, and had better exercise habits compared with the low non-cognitive skills group. In the students aged 13–16 years, the high non-cognitive skills group experienced fewer headaches, went to bed earlier, had a greater preference for home-cooked meals, and had better exercise habits compared with the low non-cognitive skills group. In conclusion, the findings of this study suggested that a high level of non-cognitive skills was associated with high SRH and greater concern about food.
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Osera, Tomoko, Nobuko Taniguchi, Hiroko Hashimoto, and Nobutaka Kurihara. "The Effect on Children’s Attitudes Towards Food Associated With Their Non-Cognitive Skills, and With the Nutrition Knowledge of Their Parents." Journal of Educational and Developmental Psychology 8, no. 2 (June 11, 2018): 54. http://dx.doi.org/10.5539/jedp.v8n2p54.
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Early childhood is the most important time for establishing healthy eating habits, and of course during this period a mother can have a great influence in this regard. In this study explored what major factors influence the development children’s food habits and whether the level of nutrition knowledge of parents has a material impact. This study involved 219 students (age renge, 3–5 years) and their parents in Osaka prefecture in Japan. Mothers were administered questionnaires that contained uestions pertaining to lifestyle, unidentifiable description of the children and their guardian’s SRH along with 39 questions to assess the food-related habits and attitudes. The correlates of the nutrition-related knowledge level of mothers and the children’s concern and respect for healthy eating were assessed using the Chi-square test, Fisher’s exact test and the Mann-Whitney U test. The differences between high and low amount of parental knowledge and high and low non-cognitive skills towards food groups were also examined. Completed questionnaires were returned by 219 of the participants. Among the respondents, 50.7% were male, and 92.2% of the parents indicated that they get nutrition information from the Internet. We remarkably found that the level of mother’s knowledge about nutrition had no statistically significant influence on how the children in this study understood food. However, chilren’s concern and respect for food were significantly associated with their participation in various aspects of food preparation (help with washing and cooking of food) and presentation (help with setting up the table) (P < 0.05, Mann–Whitney U test). Participation of Japanese kindergarten children in such activities was significantly associated with high level of food-related non-cognitive skills. Of note, the nutrition-related knowledge level of the mother showed no significant association with the attitude of their children towasds food.
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Kurihara, Noriko. "Adoption of the process–oriented writing approach in a Japanese high school classroom." Language Teacher 38, no. 5 (September 1, 2014): 31. http://dx.doi.org/10.37546/jalttlt38.5-9.
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The present study investigated whether peer and teacher feedback in the process-oriented approach would influence student writing development in an exam-oriented senior high school in Japan over one academic year. Pre- and post-essay tests were administered both to the experimental group and the control group to assess the development of students’ writing skills. Questionnaires and interviews were conducted at the end of each school term in order to examine student attitudes toward feedback. The results indicate that students improved significantly in the quality and fluency of their writing. Although the impact of teacher feedback was found to be stronger when the project started, student focus shifted from teacher feedback to peer feedback over the year. Students deepened interdependence among peers, increased self-correction, and assumed a sense of writer responsibility by the end of the project. 本論は、受験重視の日本の高校で、英語ライティング授業にプロセス・アプローチを導入し、１年間に及ぶ過程において、ピア（生徒間）及び教師によるフィードバックが生徒のライティング能力の向上に影響を与えるか否かを検証した。研究では生徒のラィティング能力の変化を測るために、被験者群と統制群による自由英作文の事前・事後テストを行った。また、生徒のフィードバックに対する意識の変化を調査するため、各学期の最後にアンケートとインタビューを実施した。自由英作文のテストでは、生徒のライティング能力の質と流暢さの向上において、被験者群と統制群 の間で有意差が確認された。また、フィードバックに対する生徒の意識では、当初は教師の影響が強かったが、次第に生徒間によるフィードバックに焦点が移行していった。研究の最後には、生徒間で相互の信頼と依存性が高まり、自己による誤り訂正が増え、生徒のなかに書き手としての責任感が生じてきた。
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McCarthy, Andrew. "Interacting in Japanese and English in the English as a Foreign Language Classroom." Language Teacher 45, no. 1 (January 1, 2021): 3. http://dx.doi.org/10.37546/jalttlt45.1-1.
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Due to recent directives from the Japanese government, high school English teachers in Japan are under increasing pressure to conduct their classes mostly in English. This study explored the attitudes of Japanese high school students toward the use of English in language classes to better determine when and how teachers may integrate English and Japanese into their lessons. The researcher conducted quantitative and qualitative research, including action research, with 12 participants to devise pedagogy that high school teachers in Japan could adopt and implement to make better and more authentic use of English in the classroom. The results suggest that most of the student participants favour more classroom English use for the purposes of improving their speaking and listening skills. Pedagogy implemented following the research comprised specific tasks that teachers can adopt in their English classes to increase L2 use. 日本政府の近年の方針により、日本の高校英語教員は授業をほぼ英語で行わなければならないという、増大するプレッシャーの下に置かれている。本研究では、教師が授業で、いつ・どのようにして英語と日本語を使い分けるのが良いかをよりよく判断するために、英語使用に対する日本人高校生の態度を探究した。本研究者は、12人の被験者を使って、日本の高校教師が、授業で英語をより適切かつ本格的に使用する目的で、適用および実行可能な教授法を考案するため、アクション・リサーチを含む定量的および定性的研究実施した。研究結果は、参加した生徒たちの大半がスピーキングやリスニングスキル向上のために、教室内でより多くの英語の使用を好んだことを示している。研究結果を反映し、第二言語使用を増やすため、英語の授業において教員が採用できる特定のタスクを含む教授法がアクション・リサーチとして用いられた。
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Ostman, David, and Larry Xethakis. "Social Anxiety in Japanese Learners: Implications for English Education." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 152. http://dx.doi.org/10.37546/jaltpcp2020-19.
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The role of affect in language learning remains an under-examined area of inquiry. While research into foreign language anxiety has progressed, as more interaction-focused methodologies are employed in the classroom the influence of social anxiety on learners’ attitudes towards language learning should receive more attention. The current study adopted an explanatory sequential design to examine feelings of social anxiety among first-year university students (n = 810) at a private university in Western Japan enrolled in an oral communication course heavily emphasizing student interaction. Survey data revealed a significant decrease in anxiety, and corpus analysis of student responses revealed the importance of learners’ familiarity with classmates in reducing feelings of unease. These results suggest that social dimensions play an important role in helping learners cope with interactional anxiety. They also suggest that strategies for reducing social anxiety should be a focus of further inquiry. 言語学習における情意の役割は、まだ十分に研究されていない分野である。外国語不安に関する研究は進んできてはいるが、教室でのやりとりに焦点をあわせた方法論が多く採用されるにつれ、社会不安が学習者の言語学習態度に与える影響によりいっそう注目すべきと考える。本研究では、西日本の私立大学において、学生との対話を重視したオーラルコミュニケーションコースに在籍する大学1年生（n=810）を対象に、説明的順次デザインを用いて学生の社会不安感を調査した。結果として、不安感は顕著に減少し、学生の回答をコーパス分析したところ、不安感の減少にはクラスメートとの親密さが重要であることが明らかになった。これらの結果は、学習者が社交不安に対処する上で、社会的側面が重要な役割を果たしていることを示している。加えて社会不安を軽減するための方略が、今後の研究の焦点となるべきであることも示唆している。
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Kato, Suzuka, Tomonori Okamura, Kazuyo Kuwabara, Hidehiro Takekawa, Masanori Nagao, Mitsumasa Umesawa, Daisuke Sugiyama, et al. "Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification―school class based intervention study for elementary school students and parental guardians in a Japanese rural area." BMJ Open 7, no. 12 (December 2017): e017632. http://dx.doi.org/10.1136/bmjopen-2017-017632.
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ObjectivesThis study aimed to determine the effect of a stroke education programme on elementary school students and their parental guardians in a rural area in Japan that has high stroke mortality.DesignSchool class based intervention study.SettingEleven public elementary schools in Tochigi Prefecture, Japan.Participants268 students aged 11–12 years and 267 parental guardians.InterventionsStudents received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. We also evaluated behavioural change for risk factors among parental guardians.ResultsThe percentage of students with all correct answers for stroke symptoms, risk factors and the recommended response to stroke was significantly increased at 3 months P<0.001). We observed a significant increase in the percentage of guardians who chose all correct symptoms (P<0.001: 61.0% vs 85.4%) and risk factors (P<0.001: 41.2% vs 59.9%) at 3 months compared with baseline. The percentage of parental guardians with a high behavioural response to improving risk factors was significantly increased at 3 months compared with baseline (P<0.001).ConclusionsIn a rural population with high stroke mortality, stroke education can improve knowledge about stroke in elementary school students and their parental guardians.Ethics and disseminationWe conducted the intervention as a part of compulsory education; this study was not a clinical trial. This study was approved by the Ethics Committee of the National Cerebral and Cardiovascular Center (M27-026).
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Hosokawa, Rikuya, and Toshiki Katsura. "Maternal Work–Life Balance and Children’s Social Adjustment: The Mediating Role of Perceived Stress and Parenting Practices." International Journal of Environmental Research and Public Health 18, no. 13 (June 28, 2021): 6924. http://dx.doi.org/10.3390/ijerph18136924.
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The participation of women with young children in the Japanese labor force has increased dramatically in recent years, bringing growing potential for conflict between work and family roles amid inadequate social systems, such as childcare support. Thus, work–life balance (WLB) of mothers may influence their children’s mental health and lifestyle. This study aims to clarify the relationship between parents’ WLB and children’s mental health, as well as the underlying factors of parental stress and nurturing attitude. The study is based on a questionnaire survey administered in 2019 to fifth-grade elementary school students and their caregivers in Aichi Prefecture, Japan. The regression results indicated that the higher the work–family negative spillover, the higher the child’s externalizing and internalizing problems, and the higher the positive spillover, the lower the problems and the higher the prosocial behaviors. Path analysis indicates that maternal WLB is negatively and positively related to children’s behavior through maternal stress and parenting practices. The study suggests that maternal WLB is related to children’s emotional and behavioral problems. WLB may impact children’s emotional and behavioral problems through parents’ mental health and involvement with their children, particularly because of work arrangements changing with the COVID-19 pandemic.
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カレイラ松崎, 順子. "保育士養成課程の学生に対する英語学習に関する調査 －English for Specific Purposes（ESP）の視点から― English for Specific Purposes (ESP) for Students of Early-Childhood Education: Focus on Needs Analysis." JALT Journal 31, no. 2 (November 1, 2009): 305. http://dx.doi.org/10.37546/jaltjj31.2-3.
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English for specific purposes (ESP) is suggested here as one possible direction in English education programmes for prospective nursery school teachers. ESP refers to the teaching of English as it relates to a particular field of study as needed by a specific group of students. In Japan, several studies on ESP (e.g., Terauchi, 2005; Hashimoto, 2000; Miyama, 2000; Yamazaki, 2000; Yoshida, 2000; Sasajima, 2000) have been conducted. This paper further contributes to the ESP literature by focusing on the specific English language needs of students studying to become nursery teachers. Because the number of foreign children at Japanese nursery schools is increasing, nursery school teachers are more likely to be placed in situations where they have to communicate with foreign children and their parents using English (Osuka, 2006). Therefore, as part of this study, a needs analysis was carried out in order to develop a curriculum introducing ESP into the study of early-childhood education. The participants in this study were 52 freshmen majoring in early-childhood education at a private college. The materials used in this study were four questionnaires on preferred English learning styles, based on Kikuchi (2005), desired English skills at college, based on Hayasaka (1995), desired English lessons at college (Carreira, in press), and desired English lessons concerning children (Carreira, in press). Also, open-ended questions were asked. This paper explored the following research questions: 1. What are the preferred English learning styles of students in early-childhood education? How many clusters can be found? 2. What are the desired English skills of students preparing for a career in early-childhood education? Among the clusters, how different are these desired English skills? 3. What kinds of English lessons do students in early-childhood education programmes want to get? Among the clusters, how different are the English lessons they want to get? 4. What kinds of English lessons concerning the teaching of children do the students in early-childhood education programmes want to get? Among the clusters, how different are these English lessons which students want? The results revealed that the participants (a) want teachers to use Japanese in English classes, (b) want teachers to correct all their mistakes immediately, (c) want to learn daily conversation in English, (d) want to understand English in movies and television and radio programs and (e) want to get lessons using English movies and English songs for children. The results can be divided into two groups using cluster analysis; one representing negative attitudes towards English learning and the other representing positive attitudes towards English learning. A t-test was conducted to compare the scores on all the items between the negative attitudes group and the positive attitudes group. The results showed there were significant differences between the two groups. Whereas the negative attitudes group tended to want to learn English using movies and TV programs, the positive attitudes group tended to want to communicate with native English speakers and practice-teach at nursery schools abroad. Therefore, considering students’ needs ESP courses can be introduced in early-childhood education. Suggestions include lessons using movies and TV programs for children and daily English conversation as required subjects, increased communication with native English speakers and practice-teaching at nursery schools abroad as elective subjects. As a future consideration, we should analyze needs for discourse communities and reveal what kinds of English they need in nursery schools after graduation. 本研究では保育士養成課程におけるESPを取り入れたカリキュラムを開発するために，特に，学習者のニーズに焦点をあて，保育士養成課程の学生が英語教育に対してどのような要望や態度を持っているのかを調査した。調査協力者は，私立大学に属する保育士養成課程52名の1年生である。その結果，本研究に参加した学生は日本語での授業を望んでおり，学生同士で英語を話すようなコミュニケーション活動をあまり好まない傾向にあった。また，誤りをすぐに直してくれることを望んでいるが，一方で，厳しい授業や課題が多い授業は望んでいないことが明らかになった。身につけたいと思っている英語の能力においては，多くの学生が海外に行ったときに困らない英語力を身につけたいと思っており，映画やテレビ番組などを使った授業や読解やリスニングのコツを教えてくれる授業を受講したいと思っているようである。さらに，子どもに関係する映画や歌などに興味があることも明らかになった。 また，「消極的」群と「積極的」群の2つのグループに分けた結果，受講したいと思う英語の授業において2つのグループ間にかなりの差がみられた。特に，英語母語話者と英語でコミュニケーションを行う授業や海外での保育園実習，また試験対策の授業などでその差が顕著であった。