Japanese University Students Research Articles

Secular trends in blood pressure among university students in Japan over the last two decades.

High blood pressure (BP) increases the risk of cardiovascular disease, not only among middle-aged and older adults, but also in young adults. Early interventions for high BP may prevent future organ damage. Therefore, it is essential to monitor BP trends in young adults to support this approach. During the COVID-19 pandemic, a trend of increasing BP was observed worldwide. However, young adults have not been fully evaluated. Therefore, this study examined BP trends among university students (n = 106,691) over two decades, every 5 years from 2003 to 2023, including the period before and after the COVID-19 pandemic. From 2003 to 2018, there were no notable changes in BP. However, following the COVID-19 pandemic, increased BP was observed in both men and women, with systolic BP increasing from 118.1 (SD, 14.2) mmHg in 2018 to 120.6 (SD, 12.5) mmHg in 2023 among men, and from 104.6 (SD, 11.8) mmHg to 105.1 (SD, 11.7) mmHg among women. These trends were particularly pronounced among students with normal and underweight somatotypes and among first- and second-year students. The results of the lifestyle survey showed a decrease in smoking and drinking habits, insufficient sleep, mental stress, consumption of fast food and snacks, and an increase in exercise habits. Although contributing factors to the recent increase in BP were not identified, there was an upward trend in BP among Japanese university students. It is important to carefully observe how BP trends change over the long term following the end of the COVID-19 pandemic.

Frequency and Mental Health Condition of Students with Developmental Disabilities Among First-Year Japanese University Students: A Cross-Sectional Survey.

Students with developmental disabilities are anxious about a change in environment when graduating from high school to college. Existing research, which is scarce, focuses on the mental health status of students with developmental disabilities entering university. This study investigated the frequency of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) among first-year Japanese university students and their mental health risks post-admission. We conducted a cross-sectional survey for university students within a month of admission, using the Autism Spectrum Quotient (AQ) and Adult ADHD Test (A-ADHD) to demonstrate the frequency of ASD and ADHD. The Counseling Center Assessment of Psychological Symptoms (CCAPS)-Japanese (depression, eating concerns, hostility, social anxiety, family distress, alcohol use, generalized anxiety, and academic distress) evaluated their mental health condition.Of 711 students (20.3 ± 2.1years; 330 male, 381 female), the number of those showing either ASD or ADHD tendencies was 61 (8.58%). Twenty-three (3.23%) showed symptoms of only ASD, 34 (4.78%) of ADHD, and four (0.56%) of ASD and ADHD. No significant differences existed in the frequency of ASD and ADHD between each sex and major. The scores and frequency of high risk (over the cut-off points) students on all CCAPS-Japanese subscales (except alcohol use) were significantly higher among the ASD and ADHD groups than the control group, which showed no ASD or ADHD tendencies. The frequency of ASD and ADHD characteristics among first-year Japanese university students was 8.58%. They have a high risk of mental health problems when they enter university.

Objective and Subjective Sleep Characteristics of Japanese University Students: Analysis Using Questionnaires and Wearable Trackers

AbstractThe transition from high school to university is characterized by changes in students' social and learning environments, potentially impacting sleep and learning behaviors. To examine the sleep characteristics of university students, this study aimed to (a) measure sleep in a living environment using a wearable tracker; (b) use a self‐administered questionnaire to examine the relationship between objective and subjective sleep; and (c) examine how psychological aspects are related to objective and subjective sleep. Fifty undergraduate and graduate students participated, with 310 sleep records obtained. The objective means total sleep time showed a moderately positive correlation with sleep quantity in the 3‐Dimensional Sleep Scale. Furthermore, we found that mental health, trait anxiety, and quality of life do not correlate with objective total sleep time but are significantly moderately correlated with subjective sleep quantity. The combination of wearable trackers and subjective reports may provide a more precise understanding of university students' actual sleep patterns and how different aspects of sleep behavior are associated with health outcomes.

Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes

Abstract The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.

Elevated uric acid levels as a risk factor for new-onset hypertension in newly enrolled Japanese university students (JSH46-0100).

This study aimed to determine the association between serum uric acid (UA) levels and new-onset hypertension (HTN) in newly enrolled students (aged 18 to 20 years) at a university in Gifu, Japan. We analyzed data collected over a 12-year period from April 2010 to March 2022. From this dataset, we selected individuals who were normotensive at admission and underwent a follow-up examination four years later, at the time of their progression to a master's course (n = 2859). Among these participants, 75 (2.6%) developed HTN by the second visit. Their serum UA levels (mg/dL) were significantly higher compared to those who remained HTN-free, both at baseline (6.02 ± 1.06 vs. 5.42 ± 1.17) and at the second visit (6.10 ± 1.20 vs 5.46 ± 1.22). Logistic regression analysis revealed that the odds of developing HTN were higher when considering the mean UA level across both visits (odds ratio: 1.63 per 1 mg/dL increase) compared to either the first or second visit alone. Further analysis of the relationship between elevated mean UA levels (above the cutoff value of 5.7 mg/dL) and the risk of new-onset HTN demonstrated a significant odds ratio of 3.39, which remained significant after adjusting for body mass index and sex. In summary, elevated UA levels are an independent risk factor for future HTN in young adults.

English as a Lingua Franca in Short-term Study Abroad Contexts and Implications for Pre-departure Training

Short-term study abroad (STSA) programmes can provide English language learners important exposure to linguistic diversity and variability associated with English as a lingua franca (ELF). Emphasising the importance of ELF in these programmes highlights how students can navigate and benefit from linguistically diverse environments. This paper examines connections between the reported social interaction patterns of 18 Japanese university students during STSA and ELF perspectives using a qualitative analysis of their reflective writing from before departure, upon return, and nine months post-STSA. The research showed how multilingual encounters can shape students’ ELF perspectives. Supplementary survey data revealed further insight into the character and frequency of STSA social interactions, including ELF use with other international students on linguistically diverse programmes. The findings are used to in the development of suggestions for pre-departure STSA training to prepare students for communication in multilingual settings.

Examining the Development of Peer Attachment Based on Parental Attachment, and Collaborative Impacts on Mental Health among Japanese Youth

This study aimed at confirming the factor structure of the Japanese version of Inventory of Parent and Peer Attachment (IPPA) for peers. Furthermore, it examined whether or not peer attachment is significantly influenced by father and/or mother attachment, and to see whether father and mother attachment affects mental health directly and/or indirectly via peer attachment for each gender among Japanese youth. The targets of this study were 433 (men: 149, women: 284) Japanese college students who completed every item of the Japanese version of father, mother, and peer IPPAs, as well as Clinical Outcomes in Routine Evaluation – Outcome Measure (CORE-OM) to evaluate their mental health. Confirmatory Factor Analysis (CFA) was conducted to confirm the factor structure of the Japanese version of peer IPPA. Structural Equation Modelling (SEM) was utilized to see whether or not peer attachment is significantly influenced by father and/or mother attachment, and whether or not peer attachment mediates between parental IPPA and mental health. A bi-factor model, constituted by one general factor and three specific factors forming the original IPPA developed by Armsden & Greenberg (1989), was supported by excluding one item from the specific factor Alienation. SEM revealed that the mental health of both male and female respondents was significantly influenced by peer attachment. Among males, its platform was built by attachment only to the father, whereas among females, it was built by both father and mother attachment.

The ideal L2 self versus ability beliefs: are they really distinct?

ABSTRACT The validity of the standard ideal L2 self scale has increasingly been called into question. This paper reports both quantitative and qualitative investigations into whether the ideal L2 self items tap into the intended construct of an actual–ideal discrepancy. Study 1 involved an experimental approach manipulating the items to explicitly refer to ability beliefs. Data from 1,362 participants across three countries (Austria, China, and Saudi Arabia) showed a lack of discriminant validity between original and manipulated items. Study 2 used cognitive interviewing to examine the thought processes of 24 Japanese university students as they responded to ideal L2 self items. Thematic analysis revealed that responses were dominated by reflections on current ability and expectations about using the language in specific situations, rather than envisioning an idealised future self. The findings of Studies 1 and 2 converge to indicate that the standard ideal L2 self scale does not successfully operationalise the intended theoretical construct of actual–ideal self discrepancies. Instead, responses are mostly driven by beliefs about ability to achieve the states described in each item. The results therefore challenge the validity of this widely-used scale, calling for a reinterpretation of its findings in the L2 Motivational Self System literature.

The role of context in the word family debate

There has been debate regarding how to define the lexical unit for the receptive skills, with different levels of inclusiveness being possible depending on learner proficiency and pedagogical or research purpose. The most frequently-used definitions for L2 reading are the lemma, flemma, and Bauer and Nation's (1993) level-6 word family (WF6). When WF6 is used, it is assumed that if one family member is known, unfamiliar members can be understood when encountered in meaningful contexts. Past investigations of this assumption have been criticized for assessing knowledge of morphologically-related words only in isolation or in sentence-length contexts. The present study addressed this concern by examining Japanese university students' ability to understand related words in isolation, in limited-context sentences, and in page-length passages. The relationship between baseword and derivational form knowledge was weak, and the level of contextualization had little effect on this relationship. These findings corroborate past findings and support the use of limited-context assessment in research on the word family and the relationship between vocabulary and reading.

Assessing interactional competence through group discussion: A mixed methods validation

The purpose of this mixed methods study was to assess the validity and functionality of an analytic rating scale for the assessment of interactional competence (IC). The participants were 79 low- to high-proficiency Japanese university students who completed 10-minute small-group discussions. Video recordings of the discussions were assessed by raters using the rating scale. The rater scores were then analyzed using many-facet Rasch measurement (MFRM) which indicated a very good fit to the model. The data were subsequently analyzed using generalizability theory in the form of a G-study and d-study. Those studies showed that the rating scale could be used with fewer raters, therefore increasing practicality without a substantial decrease in reliability. In addition to quantitative data, qualitative data were also collected in the form of interviews with raters and comments they made during assessment. Several raters noted unexpected participant behaviors which were difficult to evaluate using the rating scale, as well as ambiguous language in some category descriptors. The qualitative data provided an invaluable supplement to the quantitative analyses which did not indicate major issues with the rubric. Both forms of data were used to revise the original rating scale and those changes are discussed. This study adds to the limited but growing number of mixed methods studies on IC assessment.

Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan

AbstractThe theory of language socialization and its subfield academic discourse socialization consider how newcomers are socialized into the practices and identities of communities through interaction with various communicative partners. Drawing on the framework of individual networks of practice, this case study considers the academic writing practices of an English as a foreign language (EFL) learner (Tomomi) at a university in Japan through the lens of her outside‐classroom social network. Data were drawn from a study of seven first‐year Japanese university students and included interviews, writing assignments with written feedback, and class materials. Through inductive qualitative analysis, shared English academic discourse practices were identified across all participants. For this case study, Tomomi's interview accounts and out‐of‐class social network were considered in light of these practices to determine her socialization trajectory. Analysis showed Tomomi leveraged many informal social ties to access writing‐related support outside the classroom, building knowledge of (and sense of competence in) writing practices. Her interpretations of teacher‐written feedback shaped how she evaluated peers as sources of writing support, leading Tomomi to refine her network to individuals who could best support her socialization. The study demonstrates how socialization into academic practices in EFL contexts can also transform out‐of‐class networks.

Enhancing self-esteem and self-compassion to mitigate suicide risk: a feasibility and acceptability study among Japanese university students

ObjectivesSuicide is a serious mental health problem among university students. The current study aimed to examine the effectiveness of a novel intervention that targets suicide risk by enhancing self-esteem and self-compassion. MethodsParticipants were recruited from the healthcare center at a Japanese University. Measurements of suicidal risk, self-compassion, self-esteem, and other psychological variables were collected at baseline, post-intervention, four-week follow-up, eight-week follow-up, and twelve-week follow-up. Participants also provided feedback on the program's acceptability. ResultsA total of 17 participants consented to participate in the intervention, 14 completed post-treatment assessment, 10 completed the four-week follow-up assessment, and 8 completed the eight-week and twelve-week follow-up assessment. Following the intervention, the study observed moderate to large improvements in self-esteem, self-compassion, hopelessness, depression, and suicide risk. The participants also reported reliable changes in clinical outcomes and positive perceptions of the program. ConclusionsThe psychoeducation program exhibited high acceptability and feasibility and promising early outcomes. Despite the small sample size and lack of a control group, these findings suggest potential benefits of the program. Further studies for examining the efficacy of the program are highly warranted.

Vaccination Status, Vaccine Awareness and Attitudes, and Infection Control Behaviors of Japanese College Students: A Comparison of 2021 and 2023.

Background: Now that the spread of COVID-19 has been controlled, it is important to investigate changes in young people's perceptions of the vaccine and their behavior toward infection. The objectives of this study were as follows: (1) to investigate the association between Omicron strain vaccination rates among college students, their perceptions of the vaccine, and past adverse reactions to the vaccine; (2) to compare 2021 (when COVID-19 was spreading) and 2023 (when COVID-19 was strained) to identify changes in attitudes toward vaccination and motivations for vaccination and changes in infection prevention behavior. Methods: This cross-sectional survey was conducted via e-mail from 5 January to 30 January 2023. All students at Hiroshima University were sent an e-mail, which provided them access to the survey form and requested their cooperation. The questionnaire consisted of 33 items related to attributes, vaccination status, adverse reactions after vaccination, motivation for vaccination, perception of the vaccine, presence of coronavirus infection, sequelae, and infection prevention measures. Results: A total of 1083 students responded to the survey. Over 50% of the students were vaccinated with the Omicron booster. Regarding trust in vaccines, the majority of both male and female respondents said they had some trust in vaccines, although this was less than that observed in the 2021 survey. As for infection control measures, only 2% of males and 0.3% of females answered that they did not take any infection control measures. The most common response was "wear a mask", as in the 2021 survey, with 476 men (96.6%) and 575 women (99.5%). Conclusions: The survey showed a high Omicron-responsive vaccination rate of more than 50%. In addition, more than 99% of the students were found to be taking measures to prevent infection, such as wearing masks.

Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context

AbstractThis study investigates how different modes of a memorization activity in paired‐associate learning (PAL), namely pair work and individual work, can affect learners’ short‐ and long‐term retention of newly learned vocabulary items. In the aforementioned activity, two groups of Japanese college students studying English as a foreign language (EFL) learned 20 novel English vocabulary items using a second language–first language (L2–L1) list. First, the pair group worked in pairs; one member asked the other to state the L1 equivalent of the target items aloud for 2.5 min, and vice versa. Second, the members of the individual group memorized the L1 meanings of the target words for 5 minutes using their own methods. Subsequently, an immediate posttest and questionnaire survey regarding their preferred learning styles and strategies were conducted after the study session. Furthermore, a surprise delayed posttest was administered 3 weeks after the session. The results revealed that the individual group outperformed in the immediate posttest. However, the pair group scored significantly better in the delayed posttest. These results suggest that individual work is superior for memorizing a larger number of words in a short time but that memory can decay relatively quickly. Conversely, pair work may be superior for long‐term retention.

Impact of Gender Role Attitudes and Gender Differences on the Evaluation of Female Leaders: Insights from a Survey of Japanese University Students

Women’s active participation in society is desirable. However, it has not increased sufficiently in contemporary Japan, where the ratio of women decision-makers in politics and corporations is low, and gender inequality persists. One reason for this could be people’s negative perception of female leaders. This study focused on female managers as female leaders. It examined whether people’s gender-role attitudes might affect their attitudes about female leaders and whether these attitudes might differ depending on people’s sex (males or females). We administered a collective-style questionnaire survey to university students (N=107, 46 men and 61 women, mean age=20.11, SD=1.04) in Japan. We adopted a three-way between-subjects survey design; gender-role attitudes (traditional or equal) x managers (male condition or female condition) x participants’ sex (male or female). The results indicated that the participants’ gender-role attitudes had a more substantial effect on evaluating female managers than the participants’ gender. People with liberal gender-role attitudes had a highly positive perception of female leaders, whereas those with traditional gender-role attitudes considered female leaders more strictly. The results of this study indicated that gender-role attitudes do not affect the assessment of male leaders, suggesting that individual values might not affect the evaluation of male leaders. In contrast, these variables affected the assessment of female leaders. Therefore, we concluded that gender-role attitudes are essential for promoting the psychological acceptance of women leaders, which suggests the need to develop personnel with egalitarian gender-role attitudes to increase and popularize women managers in Japanese society.

Relative complexity in a model of word difficulty: The role of loanwords in vocabulary size tests

Recent studies have shown that the frequency effect, although long used as a guide to word difficulty, fails to explain all variance in learner word knowledge. As such, a “more than frequency” conclusion has been offered to explain how lexical sophistication accounts for word difficulty. This study presents a multiple regression model of word-learning difficulty from a data set of monolingual Japanese first language (L1) learners. Vocabulary Size Test (VST) scores of 2,999 L1 Japanese university students were converted to logit scores to determine the word-learning difficulty of 80 target words. Five lexical sophistication variables were found to correlate with word-learning difficulty (frequency, cognate status, age of acquisition, prevalence, and polysemy) above a practical significance threshold. These were subsequently entered into a regression model with the logit scores as the dependent variable. The model (R2 = .55) indicates that three lexical sophistication variables significantly predicted VST scores: frequency (ß = -.28, p = .029), cognateness (ß = -.24, p = .005), and prevalence (ß = 0.22, p = .040). Despite suggestions that complexity studies be interpreted considering what is understood about the construct of linguistic complexity, researchers have rarely made explicit the differences between absolute and relative complexity variables. As some variables can be shown to vary in complexity according to the L1 population, these must be considered in discussions of test generalizability. Although frequency will continue to be the primary criterion for the selection of lexical items for teaching and testing, the cognate status of words can be used to predict the potential learning burden of the word more precisely for learners of different L1 backgrounds.

Reflections on translanguaging as a pedagogical framework in Japanese higher education

This study employed a mixed-methods approach to explore the attitudes of second language (L2) learners and L2 teachers toward the use of learners’ first language (L1) in L2 classrooms. Interview data were collected from Japanese college students (n = 91) and their English teachers (n = 9) to identify salient themes related to the reasons for supporting or opposing teachers’ use of L1. Additionally, data on the students’ English proficiency and experiences with English as a lingua franca (ELF) communication were collected to determine whether these factors influence their views. The results revealed that all the teacher participants support and/or actually use L1 out of necessity. In contrast, approximately 60% of the student participants expressed negative views regarding L2 teachers’ recourse to L1. Logistic regression analysis showed that these attitudes are influenced by both students’ past experiences with ELF communication and L2 proficiency. Although both groups recognized the benefits of L1 use, the students’ compelling arguments against L1 use in L2 classrooms underscore the need for further scholarly attention to the extent and function of L1 use as a pedagogical tool and resource.

Association between Menstruation-Related Symptoms and the Type of Stress in Japanese Female University Students: A Prospective Cohort Study from Admission to the Second Year

Association between Menstruation-Related Symptoms and the Type of Stress in Japanese Female University Students: A Prospective Cohort Study from Admission to the Second Year

Successive association of adaptive/maladaptive response styles to depressive mood and decentering: a preliminary study of Japanese university students

Response styles to depressive mood, which are ruminative or distractive responses, have both adaptive and maladaptive forms. The adaptiveness of ruminative/distractive responses is associated with decentering. However, whether decentering increases using adaptive response styles or adaptive (maladaptive) response styles heighten (lower) decentering levels remains unclear. This short-term longitudinal survey examined the sequential influence of decentering on response styles and the indirect effect of decentering on depression through response styles. One hundred twenty-six Japanese undergraduates completed questionnaires on response styles, decentering, and depressive symptoms at two points in time, four weeks apart. Cross-lagged panel analyses indicated that decentering predicted lower maladaptive ruminative and distractive responses and a higher adaptive ruminative response. Adaptive ruminative response predicted higher decentering. Furthermore, mediation analyses showed that decentering influenced depression through adaptive/maladaptive ruminative responses. Results suggest that an individual’s decentering level partly determines which response style is likely to be used when an initial depressive mood is experienced.

Do red and yellow flags indicate a danger zone?: Exploring Japanese university students’ beach safety behaviour and their perceptions of Australian beach safety signage

BackgroundCoastal drowning is a tragic regular occurrence in Australia, and in the decade 2012–2022, 455 overseas-born beachgoers drowned. Being one of the top five countries of international visitors who drown, Japanese tourists are an at-risk group. This study investigates Japanese university students’ knowledge of beach safety and their perceptions of Australian beach safety signage. MethodsThe present study conducted an online survey with 152 university students in Japan, comprising both closed and open questions. Although the survey was in Japanese, the signage terms used in the survey were in English as used in Australia. Descriptive analysis was conducted on the statistical data via SPSS and deductive thematic analysis was conducted on the open responses using Nvivo. Results90 % of them planned to visit beaches and 64 % would enter the water when or if visiting Australia. However, 60 % interpreted the safer supervised zone denoted by red and yellow flags as signifying a danger zone. Regardless of their English proficiency, almost none fully understood terms commonly used on safety and warning signs such as submerged objects, shore dump, shore break and rip currents, and 60 % of them didn’t know the Japanese term of rip currents, riganryuu. Visual icons were understood much better than these English terms. So what?This study explored a specific (i.e. Japanese) cultural perception and understanding of Australian beach signs beyond the scope of CALD communities. Future studies should continue exploring those of other cultures so Australian beach signs can be revised and improved based on scientific evidence.