Young children’s beliefs about school learning in Japan and the United States: Cultural and socioeconomic comparisons

Abstract

The purpose of this study was to examine Japanese children’s beliefs about school learning in the first year of primary school depending on culture and socioeconomic status. For the current study, data collected from 150 first graders aged 6 or 7 attending public school in Japan and the United States (50 low SES and 50 middle SES in Japan, and 50 middle SES in the U.S. as a comparative group) were analyzed. In individual interviews, the children provided narrative responses to story beginnings related to school attendance and learning. These narrative responses were coded and quantitatively analyzed. There were eight content codes that demonstrated children’s beliefs related to the benefits of school learning, attitudes and affect toward school learning, or social awareness related to school learning. Results of analyses of covariance demonstrated that Japanese children expressed more valuation of school learning and fear of not achieving, whereas American children expressed more intellectual benefit, achievement and economic benefit, and obligation to attend school and learn. There was no socioeconomic difference in any of the learning belief variables among Japanese children. These findings are discussed in light of the Japanese educational system, school contexts, and cultural models of learning.