High School Students In Japan Research Articles

Effectiveness of distributing pocket cards in improving the behavior, attitude, and knowledge regarding proper medication use among junior high school students in Japan.

This study aimed to explore the effectiveness of distributing pocket cards with summaries of key information on appropriate medication usage after the implementation of a structured school-based medication education program for junior high school students in Japan. A total of 227 3rd-grade high school students participated in the intervention. Students who received the program without the provision of pocket cards in 2022 were included in the comparison group, and students who took the program with the provision of pocket cards in 2023 were included in the intervention group. After propensity score matching, the final sample of N = 116 comprised n = 58 comparison group participants and n = 58 intervention group participants. Questionnaires were administered at baseline, end-of-class, and 3-month follow-up to assess the changes in behavior, attitude, and knowledge scores. The matched intervention group showed significantly lower scores at the 3-month follow-up than the matched comparison group. The results of the multiple linear regression analysis showed that for both groups, only the attitude scores were significantly correlated with the behavior scores. In addition, regardless of the baseline scores, the matched intervention group demonstrated smaller or negative changes in scores at the 3-month follow-up. Overall, the results of this study did not support the effectiveness of distributing pocket cards after in-class intervention. However, the usefulness of medication education intervention was confirmed. These results emphasize the need to explore other supplemental teaching tools to further enhance the impact of structured medication education programs.

Implementation and effectiveness of a sustained depression prevention program for high school students in Japan

ABSTRACT In Japan, many high school students have severe depression. Preventive interventions for school-based cognitive-behavioral depression are effective countermeasures against depressive problems among high school students. However, since high school curriculums are time-consuming, such interventions are less common among high school students. Therefore, we conducted a long-term but low-frequency intervention that divides the program content through several grades. We examined the effectiveness of our intervention based on the data obtained by a survey during the two-year intervention period and one-year follow-up period for 225 students who had enrolled in 2014–2019. Three-level hierarchical linear model analysis showed that students who participated in the program had improved depressive symptoms and related factors over these three years. The Welch test and chi-square test showed fewer depressive symptoms and a lower percentage of students with depression than the 608 Japanese students who did not receive the intervention; data were collected through an online survey at the end of the program and one year after the intervention ended. The results suggest that a school-based cognitive-behavioral depression prevention program using a long-term but low-frequency approach may effectively reduce the implementation burden into the school curriculum, promote sustained implementation, and prevent depression among high school students.

Factors influencing junior high school students’ perceptions of attending school in Japan

BackgroundSchool attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students’ perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school.MethodsWe hypothesized that students’ “perceptions of attending school” was directly influenced by their perceptions of “relationships with friends and teachers,” “current circumstances,” “subjective health status,” and “having people to share experiences and thoughts with.” We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model.ResultsThe final model demonstrated a good fit. Students’ “positive perceptions of attending school” was directly and positively influenced by their “positive perceptions of relationships with friends and teachers” and directly and negatively influenced by their “perceptions of poorer subjective health status”. Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students’ perceptions of “relationships with friends and teachers,” “current circumstances,” and “having people to share experiences and thoughts with” correlated positively with each other. These three latent variables also correlated negatively with “poorer subjective health status.”ConclusionsThe role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being.

Assessing the effectiveness of a water safety program for junior high school students in Japan 1

Water safety programs to protect children from water-related accidents and increase their awareness of the risk factor crucial to maintaining safety. This study examined the behavior of 48 junior high school students after an intervention program on water safety in a river using the Rohrmann’s Risk Communication Model and the Analysis, Design, Development, and Evaluation (ADDIE) model. A self-administered questionnaire was designed to collect responses about the children’s perception of danger at three-time points: pre-post-post (5 months) after the program’s implementation. We hypothesized that water safety education can increase children’s awareness of appropriate behavior around water and raise their awareness of danger. The evaluation indicators consisted of an increase in the awareness of the water area risk perception, general risk acceptance, and risk-taking behavior. The results suggest that practical water safety program may have a positive effect on the students’ awareness of water safety and help prevent water accidents. This study is unique in that it was conducted in a natural body of water.

Does Interactivity in an English Presentation Affect its Preparation Process?

The purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while preparing for each type of presentation outside of class for a week. A hierarchical cluster analysis was conducted on all learners based on a self-evaluation questionnaire administered beforehand. Three clusters were created from the dendrogram. Kruskal-Wallis test and multiple comparisons showed significant differences among all items. Each cluster was named "Self-rating (high)", "Self-rating (medium)", and "Self-rating (low)". These three groups were analyzed based on the records and the post-questionnaire. The results indicated that the amount of practice on the day of the presentation was greater for a one-way presentation in any group, while in an interactive presentation, the tendency of the group to “Self-rating (high)” was different from the others. The inclusion of interaction with listeners in a presentation confirmed motivation for further preparation, such as conducting research and creating additional questions and quizzes in advance, suggesting the possibility of a different range of effects on learning.

Relationship between dairy product intake and sense of coherence among middle and high school students in Japan.

Despite the growing attention toward the effects of dairy intake on stress and mental health, its relationship to psychological constructs that affect mental health remains poorly understood. We conducted a cross-sectional study (Study 1) and a longitudinal study (Study 2) to examine the association between food intake and stress resilience in Japanese middle and high school students. In Study 1, 865 participants (412 males and 453 females) completed the questionnaires. In Study 2, 109 students (51 males and 58 females) participated each year from 2016 to 2018. Dietary intake was assessed using a brief self-administered diet history questionnaire. Stress resilience was evaluated using a 13-item sense of coherence (SOC) questionnaire. Correlation coefficients were calculated in Study 1 to investigate the relationship between food group intake and SOC. In Study 2, a cross-lagged panel model was tested using structural equation modeling to investigate the effect of dairy product consumption on SOC. Study 1 revealed that only dairy product intake positively correlated with SOC and other food intake indicated no significant relationship. Study 2 indicated that augmented dairy product intake was positively associated with SOC. Among all foods, only dairy products were associated with SOC in adolescents. Although the association was weak, the longitudinal study confirmed that dairy consumption was associated with SOC. Randomized controlled trials are necessary to examine the causal relationship.

Importance of Promoting CKD Health Literacy in the Younger Generation: Data From the Niigata Prefectural Health and Nutrition Survey and Questionnaire Survey of High School Students in Japan

Importance of Promoting CKD Health Literacy in the Younger Generation: Data From the Niigata Prefectural Health and Nutrition Survey and Questionnaire Survey of High School Students in Japan

Reduced Road Injuries While Commuting Due to Heavy Snowfall and Ensuing Modal Shifts Among Junior High School Students in Japan.

BackgroundModal shifts in transport may reduce overall road injuries. Cyclist junior high school students are at a high risk of road injuries while commuting in Japan, and injuries among junior high school students could be reduced if the cyclists switch to other transport modes.MethodsWe estimated the change in the incidence of road deaths and serious injuries while commuting in months with heavy snowfall, when cyclists are likely to switch to other transport modes. Using police data on the monthly number of road injuries while commuting among junior high school students in Japan between 2004 and 2013 and corresponding population statistics and snowfall data, we calculated the monthly injury rate (number of deaths and serious injuries divided by population) at the prefecture level. We conducted Poisson regression analysis to estimate the change in the rate in months with a snowfall of ≥100 cm, compared to months without snowfall.ResultsA total of 3,164 deaths and serious injuries occurred during 2004 to 2013. The injury rate among cyclists was almost zero in months with a snowfall of ≥100 cm. That among cyclists and pedestrians in these months was reduced by 68% (95% confidence interval, 43–82%).ConclusionIn months with heavy snowfall, road injuries while commuting were reduced due to the near-elimination of cycling injuries among junior high school students in Japan. Switching from cycling to other transport modes would reduce overall road injuries among this population, and inducing modal shifts can be an important tool for road safety.

The influence of COVID-19 pandemic on the incidence of knee pain and physical activity level in children and adolescents in Japan: A prospective observation study

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on children's lifestyles. Some studies have reported psychological changes in children after the pandemic, but information on musculoskeletal problems is scarce. This study aimed to investigate the incidence of knee pain and changes in physical activity after the spread of COVID-19 among elementary and junior high school students in Japan. MethodsKnee pain and amount of physical activity were recorded on a monthly basis between August 2019 and February 2021 in children aged 8–14 years using a self-administered questionnaire. The amount of physical activity was scored using the Hospital for Special Surgery Pediatric Functional Activity Brief Scale (HSS Pedi-FABS). The period until February 2020 was defined as “Before pandemic,” and the period from March 2020 was defined as “After pandemic.” The incidences of knee pain and HSS Pedi-FABS scores before and after the COVID-19 pandemic were compared. Additionally, we compared the prevalence of knee pain and HSS Pedi-FABS scores according to sex and age. ResultsWe enrolled 886 and 881 participants before and after the pandemic, respectively. The prevalence of knee pain among the participants before and after the pandemic was 6.7% and 7.9%, respectively (p = 0.032). The mean HSS Pedi-FABS scores before and after the pandemic were 14.8 and 14.5, respectively (p = 0.005). Participants aged 14 years had a significantly lower incidence of knee pain (p = 0.013) and significantly higher HSS Pedi-FABS scores (p < 0.001) after the spread of COVID-19. ConclusionsIn elementary and junior high school students, increase in the incidence of knee pain and decrease in the amount of physical activity after the spread of COVID-19 were observed.

Creating Space for World Englishes Perspectives in the ELT Classroom: Voices of High School Students in Japan

This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students’ perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students’ own English were observed. The data also revealed an unexpected effect on one student’s perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.

Changes in high school students\u2019 perception of sexual education based on preconception care

This study examined the effect of sexual education, incorporating preconception care, through a text mining analysis. Between November 2018 and October 2019, we performed a cross-sectional study of 502 high school students in Japan. These two high schools had requested sexual education from midwives associated with Shiga University of Medical Science. The midwives conducted one 60–90-min presentation on sexual education at each school. After the intervention, an anonymous self-administered, paper-based questionnaire survey was administered to the students. Correspondence and cluster analyses were then performed using text mining software. After receiving sexual education taught by midwives, 50.1% of respondents answered that their sexual awareness and thoughts had ‘changed’ or ‘changed somewhat’. It became clear that students who felt that they had changed after taking sexual education also felt that it was important to think seriously about various things such as dating violence, sex, and life. On the other hand, among the students who answered that they did not experience any change in their sexual awareness and thinking, it became clear that this was owing to the content of the sexual education received at junior high school being similar to the current content (p < 0.05). The results of the correspondence and cluster analyses indicate that sexual education that includes instruction on preconception care can help raise students’ awareness, helping avoid unexpected pregnancies, and could possibly contribute to better reproductive health for both men and women (p < 0.05). The findings suggest that teaching preconception care is an important midwifery activity that will help improve the health of the next generation, including supporting the World Health Organization’s major goals of reducing perinatal and infant mortality rates.

The Association of Body Image Self-Discrepancy With Female Gender, Calorie-Restricted Diet, and Psychological Symptoms Among Healthy Junior High School Students in Japan.

Background: Body image self-discrepancy reflects a preference for weight loss regardless of normal body size and is a distorted cognition that may be a precursor to eating disorders. The aim of this study was to investigate factors associated with body image self-discrepancy among healthy junior high school students in Japan.Method: This cross-sectional study was conducted at one junior high school in Saitama, Japan, in December 2016. After excluding obese participants (defined as 20% above their ideal weight), 304 students (mean age, 13.9years; n=181 girls, 59.5%) who fell into underweight (n=22, 7.2%) and normal weight categories were selected. Body image self-discrepancy was measured using the Contour Drawing Rating Scale which includes eight separate figures representing body sizes. We then calculated the difference by subtracting ideal from current body sizes and defined body image self-discrepancy if the difference >1.Results: Girls constituted 92% (n=49) of the 53 students with body image self-discrepancy. In all students, multivariable stepwise models demonstrated that female gender (OR, 6.92, 95% CI: 2.33–20.51), a calorie-restricted diet (OR, 5.18, 95% CI: 2.22–12.05), and psychological symptoms (OR, 1.47, 95% CI: 1.15–1.87) were significantly associated with an increased risk of body image self-discrepancy. Specifically for girls, an increased risk of body image self-discrepancy was associated with calorie-restricted suppers and psychological symptoms.Conclusion: Body image self-discrepancy among healthy adolescents in Japan was found to be closely linked to being a girl, having a calorie-restricted diet, and having psychological symptoms.

Factors associated with mental health depending on the type of stress related to admission among correspondence course high school students in Japan

Objective This study aimed to determine the factors associated with mental health based on the type of stress related to high school admissions for correspondence courses.Methods The targeted participants were 3,888 students belonging to 11 campuses of a high school providing correspondence courses. During the homeroom, the teachers in charge distributed and collected questionnaires directly. The questionnaire was designed to collect data concerning demographic characteristics, stresses, mental health, and life skills. Concerning stress, the questions inquired about stress before admission and after admission. Further, they asked about stress related to entry regarding the study, friendship, relationship with teachers, club activities, school events, home environment, health, and work. Kessler 6 was used as an index of mental health.Results Questionnaires were returned by 2,424 students (response rate of 62.3%). Regarding the change in stress before and after admission, students showed decreases in anxiety after admission in other areas, excluding work. Because of the k-means clustering analysis, based on the scores of the eight areas of stress related to admission, six groups were extracted. Factors related to mental health were extracted from each group. Health stress was strongly associated with the K6 score in all groups. For the study stress group, friendship stress group, family environment, and health stress group, stress related to admission were associated with the K6 score. Furthermore, for the complex school-related stress group, friendship and family environment stress were associated with the K6 score. In the high-stress group, the K6 score was significantly associated with study stress. As for life skills, stress management and decision-making skills were associated with higher mental health.Conclusions These findings indicate that it is important to understand students' needs and support them in coping with stress and improving their life skills according to their stress type. Support should be developed for high school students enrolled in correspondence courses.

Temporal directional relationship between problematic internet use and depressive symptoms among Japanese adolescents: A random intercept, cross-lagged panel model

AimThe results from research on the temporal directional relationship between problematic Internet use (PIU) and depressive symptoms are inconsistent. This study aimed to explore this relationship among junior high school students in Japan. MethodsJunior high/middle school students in the seventh grade (Time 1, [T1]) were recruited annually for 4 years starting in 2014; each cohort was followed up at 1 year (Time 2, [T2]) and 2 years (Time 3, [T3]). Three-year longitudinal panel data were collected from self-reported questionnaires that were completed by 1192 students (586 males and 606 females). Young’s Internet Addiction Test and the Birleson Depression Self-rating Scale were used to assess participants’ PIU and depressive symptoms, respectively. The temporal directional relationship between PIU and depressive symptoms was analyzed using the random intercept, cross-lagged panel model. ResultsThe mean of the Internet Addiction Test increased as grade level increased: 28.0 at T1, 30.7 at T2 and 32.6 at T3. There was a unidirectional positive effect from PIU at T2 to depressive symptoms at T3, but not vice versa. There was no directional effect from PIU at T1 to depressive symptoms at T2, nor any in the reverse. ConclusionOur findings suggest that PIU precedes depressive symptoms. Therefore, addressing PIU is a promising preventive measure for adolescent depression.

高校生用日本語版心理専門職への援助要請に関する態度尺度短縮版(ATSPPH-SF)の信頼性および妥当性の検討

高校生用日本語版心理専門職への援助要請に関する態度尺度短縮版(ATSPPH-SF)の信頼性および妥当性の検討

Association of Neighborhood Food Environment and Physical Activity Environment With Obesity: A Large-Scale Cross-Sectional Study of Fifth- to Ninth-Grade Children in Japan.

Objective: This study examined the relationship between neighborhood food and physical activity environment, and obesity among elementary and junior high school students in Japan. Methods: The participants were fifth- to ninth-grade children (n=7277), who were attending municipal schools in Japan. Percent overweight (POW) was calculated using their age, gender, height, and weight, which were collected through a questionnaire. A POW of < 20% was considered non-obese, while ≥ 20% was considered obese. Furthermore, using a geographic information system, we investigated the density of convenience stores, fast-food stores, casual restaurants, supermarkets and department stores, parks, sports facilities, stations, and intersections in the school district. Additionally, from the census, we obtained information regarding the population density of the municipality where the participants’ schools were located. Multiple logistic regression analysis was used to examine the relationship between obesity and food environment (the food environment model), between obesity and physical activity environment (the physical activity environment model), and among obesity, food, and physical activity environment (the food and physical activity environment model). Results: In the food environment model and the food and physical activity environment model, the density of convenience stores showed a significant positive association. In the physical activity environment model, the density of stations showed a significant negative association. Conclusion: This study’s findings can contribute to the development of appropriate community interventions for improving children’s health in Japan and similar areas.

Sexual Education at Home among High School Students in Japan: A Qualitative Study Focusing on Factors Conducive to Sex Education

Sexual Education at Home among High School Students in Japan: A Qualitative Study Focusing on Factors Conducive to Sex Education

Analysis of popular educational manga on World War II for students in Japan

ABSTRACT This paper critically examines how three educational manga texts render the history of World War II for upper elementary, middle, and high school students in Japan. Informed by critical theory, the authors analyzed both linguistic (words) and nonlinguistic texts (illustrations) related to two major World War II events in juxtaposition, namely, the Nanjing Massacre and U.S. attacks on Japan in each book due to their historical significance. We focused on whose perspective(s) and voice(s) are represented or silenced, which events were emphasized or minimized, and which information was dismissed or even possibly altered. The results suggest the constructed nature of the historical manga because each presents a different version of the two historical events. The creators of each manga employed several techniques including the use of different elements of texts and illustrations to convey their perspectives and point of view to their readers. This research calls for sound pedagogical practices for peace education when using books on the topic of war with young children and adolescents and offers recommendations.

Survey of school nurses' experiences of providing counselling on sexual orientation to high school students in Japan.

To ascertain the prevalence and correlated factors of providing consultation on sexual orientation and the characteristics of school nurses in high schools in Japan. Participants were school nurses working in high schools in Aichi prefecture. Items investigated included background, experiences in providing counselling on sexual orientation, the availability of materials and resources for students, and learning experiences concerning how to handle sexual orientation concerns. We divided the respondents into two groups: one group who have provided counselling on sexual orientation before and one group with no such experience. Chi square tests were utilized to compare the responses between groups. Among the respondents, 38.9% (n=140) had previous experience of providing counselling to students on sexual orientation. The group with experience of providing counselling is more likely to have 10-29 years of experience, to work at a senior high school, to be informed on notifications from the Ministry of Education, to have experience of learning how to provide counselling on sexual orientation, and to be aware of effective resources. In Japan, it is expected that the support needs related to LGBTI will become more obvious in the future and efforts to create an environment in which it is easy for young people to consult with school nurses or other support figures are necessary.

An implementation of project‐based learning in an EFL context: Japanese students’ and teachers’ perceptions regarding team learning

Project‐based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value‐centered team learning. A total of 19 teachers collaboratively implemented a year‐long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students’ responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers’ comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value‐centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value‐centered team learning.