Japanese Students Research Articles

P-479 Teenagers’ experiences and attitudes toward sex and fertility education in Japan

Abstract Study question What are the experiences and attitudes of Japanese teenagers toward sex and fertility education? Summary answer The participants received sex education on different items to different degrees, and 70% evaluated that the sex education they received in school as neutral. What is known already Although many studies have revealed younger people’s experiences of sex education and their knowledge regarding fertility, very few, both domestic and international, have identified teenagers’ experiences and attitudes toward fertility education. Since 2018, content on fertility has been included in supplementary reading books for Japanese upper secondary school students, and from 2023, students have begun to learn about fertility with the ‘Health’ textbook based on the revised national curriculum. Therefore, it is necessary to clarify teenagers’ experiences and attitudes toward learning about fertility in school. Study design, size, duration This was a cross-sectional questionnaire survey study. The target group consisted of students who had just enrolled to university, were 18-19 years old, and graduated from upper secondary high school in March 2023. The survey was conducted between July and August 2023. The study protocol was approved by the Ethics Committee (approval date: 2023. 6.1; approval number: 5-1). Participants/materials, setting, methods In liberal arts classes with approximately 80% or more first-year students, 873 students who agreed to participate in this study answered a Google forms questionnaire. Of these, 759 (86.9 %) met the inclusion criteria and were included in the analysis. We used the questionnaire ‘Teenager’s knowledge and attitudes to fertility’ which includes 25 items on whether students received and learned from sex education. Simple aggregation and chi-squared analyses were performed. Main results and the role of chance Regarding sex, 46.4% of the participants were male, 51.1% female, and 2.5% other. Of the participants, 99.2% had received sex education at school; 21.6% rated it as very good or good, 71.3% rated it as neutral, and 7% rated it as poor or very poor.The sex education content received by over 60% of the participants was related to the following: sexually transmitted infections (98.4%), contraception (92.5%), puberty (94.2%), menstrual cycle (90.7%), ovulation (87.6%), pregnancy (87.1%), and abortion (60.5%). Regarding fertility and related content, few participants received education on these in school: fertility (8.8%), fertility window (0.0%), menopause (18.3%), relationship between fertility and lifestyle (34.5%), endometriosis (8.8%), and PCOS (2.6%). Women learned more about the menstrual cycle in school compared to men (p<.05). This was the only significant gender difference.Outside school, 30% or less of the participants had studied all 25 items, and nearly 40% had never studied any of the items. Moreover, 11 items were studied by significantly few students outside school than in school (p<.01). Limitations, reasons for caution A limitation of this study is that only 18-19 year olds who had just entered a national university in 2023 were targeted. Therefore, caution should be exercised when generalising these results to the general Japanese teenage population. Wider implications of the findings Few teenagers have studied fertility and related topics both inside and outside of school. It is necessary to enhance schoolteachers’ abilities to appropriately educate teenagers about fertility. In addition, it would be effective for teenagers to be provided opportunities to learn about fertility outside school through websites or short movies. Trial registration number non applicable

Unveiling the dynamics and impact of emotional presence in collaborative learning

This study aims to understand the dynamics and impact of emotional presence in a collaborative learning environment and its effects on the learning process and outcomes. Emotional presence, defined as the experience of emotion arising from cognitive appraisals in learner-environment interactions, encompasses four dimensions: interest-curiosity, emotional regulation, expression management, and emotional awareness. Using a mixed-methods approach, we surveyed 33 Japanese college students engaged in collaborative learning activities and conducted in-depth interviews with 10 participants to gather qualitative insights. The study revealed that emotional presence evolves throughout the collaborative process, with increased emotional regulation in response to complex tasks, reflecting learners’ adaptations to varying task demands. It highlighted the importance of emotional regulation in shaping the learning process and improving outcomes in collaborative learning. Our findings suggest that heightened emotional presence, with increased emotional awareness and regulation, fosters cognitive development and learner well-being, supporting more effective and fulfilling collaborative learning experiences. The study also emphasizes the crucial role of cognitive appraisal in shaping emotional experiences, significantly influencing outcomes in technology-enhanced environments. The study concludes by proposing future research directions, such as examining the longitudinal impacts of emotional presence and exploring interventions to enhance emotional regulation skills in diverse learning contexts.

Impact of Career Design Simulation on Japanese Medical Students: An Educational Study.

The present study aimed to evaluate the effect of career design simulation on the attitude of Japanese medical students toward doctoral life planning, including qualification acquisition. In this study, we conducted a career-design simulation trial with fourth-year medical students. The three-hour course comprised lectures on career design and individual career design, including an ideal plan and a modified plan according to unexpected work and life events, as well as group discussions. Nine questions regarding career design attitude (awareness, significance, or intention to acquire a doctoral degree or medical specialty, work-life balance, and flexibility) were answered in both pre- and post-career design simulation training. The response rate was 67.5% (79/117). Attitudes toward career design significantly improved after the career design simulation, regardless of the duration after graduation (p < 0.001, each). Attitudes toward the significance of doctorate degrees significantly improved after participation (p = 0.007), while attitudes toward medical specialties did not (p = 0.128). In contrast, confidence in obtaining a medical specialty and doctoral degree was improved by career design simulations (p = 0.009 and p = 0.003, respectively). These findings suggest that career design simulations can be an effective educational method for developing active learning, motivation for career image, and lifelong education.

The Association between the Planetary Health Diet with a Regular Consumption of Breakfast and a Well-Balanced Diet: A Cross-Sectional Analysis Involving Japanese Male Engineering Students at a University in Hyogo Prefecture.

Few young Japanese adults regularly consume a well-balanced diet composed of staples, main courses, and sides. We hypothesised that adopting the recommended planetary health diet with regular breakfast consumption would promote well-balanced diets among young Japanese male undergraduates. This study aimed to examine the structural association between the planetary health diet with regular breakfast consumption and a well-balanced diet intake. This cross-sectional study included 142 male engineering undergraduates who completed a 2022 online questionnaire via Google Forms at a public university in Hyogo Prefecture. The planetary health diet comprises the consumption of the recommended eight items. A covariance structure analysis was performed in a hypothetical model with factors (regular breakfast consumption and eight items) potentially associated with the intake of a well-balanced diet at least twice daily. After excluding chicken dishes and nuts from the eight recommended items of the planetary health diet, goodness-of-fit became acceptable. Frequent consumption of the remaining six recommended items (fish, eggs, soybeans/soybean products, dairy foods, vegetables, and fruits) was significantly positively correlated with regular breakfast consumption and a significant positive path to a well-balanced diet. Among male university students, regular breakfast consumption and the planetary health diet may lead to a well-balanced diet.

Language practice and beliefs of domestic and L2 English international students in an English-taught program in Japanese higher education

ABSTRACT This study compared domestic and international students regarding their self-evaluated English proficiency, language performance in English-medium instruction (EMI) classrooms, and their language beliefs. They were enrolled in an English-taught program (ETP) in a Japanese university. EMI courses and programs have strategically increased to attract overseas students and improve domestic students’ English proficiency. Despite extensive EMI research, few studies have focused on EMI experiences of both domestic and international students. Thus, the study analyzed online survey responses from 84 domestic and 24 international students, mostly from Asia. Noticeably, domestic students rated their English proficiency lower than their L2 English international group. Also, the former group found it significantly difficult in performing language tasks, compared to the latter group. Critically, L2 English international students preferred first language (L1) English-speaking instructors and expect non-L1 English lecturers to use native English, whereas Japanese students showed appreciation of lecturers using their L1 in EMI context.

Japanese cultural adaptation and validation of the Social Emotional Health Survey-Higher Education

ABSTRACT Objectives Educators in both Western and non-Western contexts are increasingly acknowledging the necessity of screening for students’ psychological dispositions to identify and effectively support at-risk students. The Social-Emotional Health Survey-Higher Education (SEHS-HE) has the potential to offer a practical yet comprehensive measure of positive psychological dispositions among Japanese higher education students. Methods The present study validated the SEHS – HE with a sample of 434 Japanese undergraduate university students aged 19–25 (Male = 184; Female = 247; gender not identified = 3). Results The confirmatory factor analyses supported the internal validity, concurrent validity, and internal and external reliability of the SEHS-HE with a second-order model. Higher covitality scores were associated with higher subjective wellbeing and lower psychological distress, which provided evidence of concurrent validity. These findings support further research into using the SEHS – HE as a universal wellness screener in Japanese higher education students to identify the social-emotional strengths of all students. It can also help identify students vulnerable to developing mental health disorders and needing extra social-emotional support services. Conclusions Further study is required to confirm the findings and establish how to use the SEHS – HE most effectively with Japanese higher education students in a culturally sensitive manner.

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

Depression Accompanied by Hopelessness Is Associated with More Negative Future Thinking.

This study aimed to delineate the interplay between depression, hopelessness, and episodic future thinking (EFT), focusing on cognitive biases towards negative future thinking that are central to depressive symptomatically. A Japanese university student was utilized to scrutinize divergences in EFT across groups stratified by varying degrees of depression and hopelessness. The research leveraged a modified future thinking task (FTT), the Beck Hopelessness Scale, and the Beck Depression Inventory-II to gauge participants' levels of hopelessness and depressive symptoms. Consistent with prior research, the non-depressed group showed a reduction in positive EFT, reinforcing the idea that diminished positive future thinking is a hallmark of depressive conditions, even in the absence of a clinical diagnosis. Moreover, individuals with comorbid depression and elevated hopelessness demonstrated a significant decrease in positive EFT and an increase in negative EFT, substantiating a distinctive cognitive profile for this subgroup. This finding suggests that the presence of hopelessness exacerbates the negative cognitive biases associated with depression. The study emphasizes the importance of considering hopelessness as an independent construct when assessing EFT in clinical contexts. The pronounced impact of hopelessness on future thinking in those with depression suggests that targeted interventions, such as future-directed therapy (FDT), may be particularly effective for individuals with hopelessness depression by focusing on modifying negative future thinking patterns and enhancing life quality.

Effects of Mobile App‐Based Positive Psychology Intervention for Well‐being

AbstractThis study examined the feasibility of a mobile app‐based positive psychology intervention (PPI) for enhancing well‐being. A total of 24 Japanese students (11 men and 13 women) were assigned to the intervention group and 24 students with the same attributes (sex and grade) as the intervention group were assigned to the control group. The mobile app‐based PPI consisted of three PPI activities for 2 weeks. Participants recorded how many character strengths they used (character strengths), how many letters they sent (gratitude letters), and the events that went well on that day (three good things). Statistical analysis was performed using analysis of variance, and the results revealed significant intervention effects on engagement and achievement among well‐being. Moreover, favorable results were observed regarding the feasibility of the intervention, where women had a more favorable attitude toward acceptability, implementation, adaptation, integration, and expansion of the app than men.

Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Impacts of Expressed Gratitude and Apologies on Japanese University Students’ and Workers’ Perceived Closeness: Mediating Roles of Responsiveness and Predicted Outcome Values

ABSTRACT Literature on expressed gratitude and apologies has predominantly focused on their effects within the realm of interpersonal relationships. However, it is crucial to extend the examination of these communication styles to work settings, where interpersonal dynamics significantly impact productivity. To address this, two experiments were conducted to compare the impacts of expressed gratitude and apologies among Japanese university students and company employees. The initial experiment, involving university students (n = 139), revealed that expressed gratitude heightened responsiveness and predicted outcome values in comparison to messages lacking either gratitude or apologies. The subsequent experiment, encompassing company employees (n = 499), unveiled that the effects of messages varied based on the relative statuses of the message sender.

Associations of adipose insulin resistance index with leg (gluteofemoral) fat (inverse) and serum alanine aminotransferase (positive) in young Japanese women

AimAssociations of the adipose tissue insulin resistance index (AT-IR, a product of fasting insulin and free fatty acid) with body fat distribution and the ratio of alanine to aspartate aminotransferase (ALT/AST), a marker of hepatosteatosis, were examined in the context of the metabolic syndrome. MethodsLegs, the trunk and body fat by DXA, blood pressure (BP) and blood chemistry were measured in 284 young Japanese female university students and 148 middle-aged biological mothers whose BMI averaged <23 kg/m2. ResultsYoung women had higher leg fat/body fat and lower trunk fat/body fat ratio (both p < 0.001) compared with middle-aged women but AT-IR did not differ between the two groups. We had multivariable linear regression analysis for AT-IR as a dependent variable including leg fat/body fat ratio, trunk fat/body fat ratio, fasting glucose, triglyceride, HDL cholesterol and systolic BP as independent variables. Leg fat/body fat ratio, fasting glucose and triglyceride (p = 0.013, 0.009 and 0.016, respectively) emerged as determinants of AT-IR in young women. Trunk fat/body fat ratio and fasting glucose (p = 0.003 and 0.019, respectively) emerged in middle-aged women. In a model which included ALT/AST as an additional independent variable, ALT/AST (p = 0.016) was the fourth independent determinant in young women and the single determinant of AT-IR in middle-aged women (p < 0.001). ConclusionIn young Japanese women, adipose tissue insulin resistance was associated with reduced leg fat, a subtle partial lipodystrophy-like phenotype associated with reduced adipose tissue expandability. It was associated with elevated trunk (abdominal) fat in middle-aged women and with ALT/AST, a marker of hepatosteatosis, in two groups of Japanese women, suggesting ectopic fat deposition associated with reduced adipose tissue expandability.

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

AbstractThis study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

Our gateway is your gatekeeper: benefits and constraints of EMI for different participants in Japanese ELF contexts

Abstract This paper explores the interconnectedness of gatekeeper and gateway roles the same English-medium instruction (EMI) policy plays for different student populations at different times. The research site is located in an EMI programme at a Japanese university, where, for international students, EMI opens a gateway to the university, Japanese ability not being required at the entry point, whereas the same policy plays a gatekeeping role for Japanese students, a high English proficiency level based on native English speaker (NES) norms being required. However, for international students with plans to work for Japanese companies after graduation, their low Japanese ability starts playing a gatekeeping role for their future career, contrary to the situation at the outset. In contrast, Japanese students, who initially struggle to get used to EMI, after a few years, become empowered by their ability to use English as a lingua franca (ELF), which becomes a gateway to new career opportunities. Thus, the same EMI policy could play opposing roles for different student populations at different times, a gateway turning gatekeeper for one group, while for another, the initial gatekeeper turning gateway after some time. The exploration is mostly based on our interview data with EMI graduates at both undergraduate and graduate levels. Implications for language policy will also be discussed.

Inadequate Aural Vocabulary Knowledge of High-Frequency Words

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether mobile-assisted language learning (MALL) can help solve this problem. First, a cohort of 33 Japanese EFL students with suboptimal AVK were divided into a treatment group (n = 17) and a control group (n = 16). Over a two-month period, the treatment group used a MALL application that enabled self-assessment and teacher monitoring of learners’ AVK of 1,000 frequently occurring English words. A comparison of pre- and post-test scores between the treatment and control group suggested that the MALL intervention was associated with improvements in AVK. Further, data stored by the application enabled an analysis of the words learners found most difficult, and interviews with a sub-group (n = 5) were undertaken. Results suggested that reduced forms and the influence of Japanese phonotactics were key factors limiting the ability to recognize spoken words. Links to resources that can help learners improve AVK of high-frequency words are provided and pedagogical implications are discussed.

Developmental trajectories of creativity during early adolescence in a Japanese sample: Links to perceived parental autonomy support and psychological control

This study aimed to determine the developmental trajectories of creativity during early adolescence and identify parental factors that predict the differences between these developmental trajectories. We examined the development of creativity in early adolescence using a group-based trajectory modeling. Data were collected from seventh-grade Japanese junior high school students. In this prospective longitudinal study, participants’ creativity was assessed using the verbal Torrance Tests of Creative Thinking at three time points (every six months). They also reported on perceived parental autonomy support and psychological control at the first phase of the study. Results of the analysis (N = 331) suggested that the developmental trajectories of creativity during early adolescence could be classified into three groups: low, moderate, and high. In addition, multinomial regression analyses (N = 293) showed that adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. These findings provide insights into the relationship between creativity in early adolescence and parental attitudes from the perspective of heterogeneous developmental trajectories.

Empathy and Coping Strategies Predict Quality of Life in Japanese Healthcare Professionals.

Burnout and secondary traumatic stress (STS), also referred to as compassion fatigue, are undeniable negative consequences experienced by healthcare professionals when working with patients. As frontline healthcare professionals are essential to communities, it is crucial to understand their mental health and how they cope with negative psychological responses. This study investigated the relationships between burnout, STS, compassion satisfaction, dispositional empathy, and stress management among Japanese healthcare professionals and students taking care of patients in clinical practice. The participants were 506 Japanese healthcare professionals and students (doctors, nurses, medical students, and nursing students) affiliated with Japanese Ministry of Defense Hospitals. The data were collected from March 2020 to May 2021. We assessed burnout, STS, and compassion satisfaction using the Professional Quality of Life Scale, dispositional empathy using the Interpersonal Reactivity Index, and coping with stress using the Coping Orientation to Problems Experienced Inventory (Brief-COPE). Exploratory factor analysis of the Brief-COPE yielded three factors: active coping; support-seeking; and indirect coping. Personal distress, a self-oriented emotional empathy index, was related to higher burnout and STS scores and lower compassion satisfaction. Empathic concern, an other-oriented emotional empathy index, was associated with lower burnout and higher compassion satisfaction. Active coping strategies were associated with lower burnout and higher compassion satisfaction, whereas indirect coping strategies were associated with higher burnout and STS scores. In a comparison of empathy in professional categories, nurses presented higher personal distress than nursing students, and medical doctors showed lower fantasy tendencies than medical students. These results imply the complex relationships between empathy, coping strategies, and psychological responses among healthcare professionals. Further longitudinal study is needed to explore these complex relationships and to develop more precise and effective psycho-educational interventions to prevent burnout and STS.

Developing a new shadowing procedure for listening vocabulary: selective shadowing

ABSTRACT English as a Foreign Language (EFL) learners often struggle with weak bottom-up listening skills and therefore strive to improve these skills. Shadowing has served as a useful practice for helping such learners. Meanwhile, vocabulary research has shown that, while there is a strong connection between listening vocabulary and listening comprehension, listening vocabulary is weaker than written vocabulary. Learners' lack of listening vocabulary can impede successful listening comprehension even if their bottom-up listening process is enhanced; however, fewer practices for aural vocabulary learning have been developed. Thus, the purpose of the study is to propose a set of procedures for improving EFL learners' listening vocabulary using a new type of shadowing—selective shadowing. In the quasi-experimental design, 34 Japanese university students practiced selective shadowing in Study I, and 25 did it in Study II on Zoom during five classes. Productive aural vocabulary was examined in Study I, while receptive aural vocabulary was examined in Study II. The finding of the two studies is that selective shadowing effectively improved learners' aural vocabulary.

Associations of body composition with physical activity, nutritional intake status, and chronotype among female university students in Japan

BackgroundHaving higher muscle mass in early adulthood is an important factor in preventing sarcopenia. However, university students undergo lifestyle changes compared to their high school years, which may lead to changes in body composition, such as an increase in body fat and a decrease in muscle mass. The study aimed to investigate the association between body composition and lifestyle behaviors, including chronotype, among Japanese female university students, due to the prevalence of underweight among young females in the country.MethodsThe physical activity level (PAL), daily dietary intake status, morningness-eveningness questionnaire (MEQ) score, and body composition of 230 students were assessed in this cross-sectional study. Body composition was measured using a multifrequency bioelectrical impedance analyzer, and body mass index (BMI), body fat percentage (%BF), and skeletal muscle mass index (SMI) were determined.ResultsIndividuals who were evening type (ET) had a higher %BF and lower SMI than those who were non-ET, but no differences in body weight or BMI were found. Although ET individuals had lower total energy intake, protein intake, and PALs than non-ETs, the differences were small. However, multiple regression analyses showed that SMI was significantly positively associated with MEQ and PAL, and %BF was significantly negatively associated with MEQ and PAL.ConclusionThese results suggest that female university students with lateness of chronotype and low physical activity have a body composition imbalance resulting in higher body fat and lower muscle mass. Therefore, young females may need to take chronotype-specific measures (especially ET individuals) to help them maintain an appropriate body composition.