Japanese Undergraduate Students Research Articles

Low-intensity mindfulness and cognitive–behavioral therapy for social anxiety: a pilot randomized controlled trial

BackgroundCognitive–behavioral therapy (CBT) effectively improves the clinical symptoms of social anxiety disorder. However, there are non-responders who cannot decrease their cost/probability bias significantly; hence, their social anxiety symptoms remain unaddressed. Mindfulness training and cognitive–behavioral approaches promote a reduction in cost/probability bias and social anxiety symptoms. This study examines the effectiveness of a four-session program of mindfulness and CBT (M-CBT) in a non-clinical sample of individuals with high social anxiety.MethodsParticipants were 50 Japanese undergraduate students (37 women and 13 men) randomly allocated to an intervention group (n = 27) and a control group (n = 23). The intervention group underwent a four-session M-CBT program, while the control group did not receive any treatment.ResultsA group × time analysis of covariances showed significant interactions in the negative cognition generated when paying attention to others in probability bias, fear of negative evaluation by others, dispositional mindfulness, depressive symptoms, and subjective happiness. M-CBT also produced significant pre-post improvements in the above outcomes with moderate to high effect sizes (ds = .51–1.55). Conversely, there were no interactions in social anxiety symptoms and self-focused attention.ConclusionsThese results indicate that M-CBT was effective for the negative cognition generated when paying attention to others in probability bias, fear of negative evaluation by others, dispositional mindfulness, depressive symptoms, and subjective happiness. The combination of mindfulness training with cognitive restructuring is proposed as potentially helpful for individuals with probability bias, leading to negative cognition from paying attention to others.Trial registrationUniversity Hospital Medical Information Network (UMIN CTR) UMIN000036763. Registered May 16, 2019.

Relationship between rumination, self-compassion, and psychological health among Japanese university students: A cross-sectional study.

Rumination is suggested to exacerbate psychological health, but there is room for investigating the potential protecting factors for individuals with high ruminative tendencies against psychological symptoms. The present cross-sectional study aimed to uncover the associations between rumination as a maladaptive dimension of self-focus, self-compassion, and psychological health, and whether and how components of self-compassion may moderate the associations between rumination and psychological health in Japanese undergraduate students. A questionnaire survey was conducted by using both an online platform and a paper-based questionnaire. The survey included established Japanese versions of psychological scales on rumination, self-compassion, perceived stress, trait anxiety, and depression. The results revealed statistically significant positive correlations between rumination and negative dimensions of self-compassion, and rumination and psychological symptoms. Positive dimensions of self-compassion were significantly negatively correlated with both rumination and psychological symptoms. Reflection as a positive dimension of self-focus did not show significant correlations with most psychological variables. Furthermore, hierarchical multiple regression analyses involving subscales of self-compassion and their interactions with rumination as predictors revealed that the interactions between rumination and components of self-compassion, i.e., over-identification and mindfulness, significantly predicted trait anxiety. Higher rumination predicted higher anxiety when over-identification was high, but not when over-identification was low. Also, lower rumination predicted lower anxiety when mindfulness was high, but not when mindfulness was low. The results suggest significant associations between rumination, components of self-compassion, and psychological health in a population of Japanese undergraduate students. The data also suggest that components of self-compassion play moderating roles in the relationship between rumination and psychological health, potentially serving as aggravating/protective factors for psychological health. Longitudinal studies and comparisons between different cultures should be conducted in the future quest.

Planned Happenstance and Entrepreneurship Development: The Case of Japanese Undergraduate Students

This research aimed to investigate Japanese university students’ entrepreneurial development processes using the happenstance learning theory. The current research was an empirical study investigating the role of risk propensity, lifetime employment orientation, and entrepreneurship-related exploratory behaviour in developing the entrepreneurial intention of university students in Japan. Data were collected from 214 undergraduate students in Japan. The results demonstrated that the risk propensity characteristic of students influenced entrepreneurial intentions through entrepreneurship-related exploratory behaviour and lifetime employment orientation. The research also found that leadership experience moderated the relationship between risk propensity and entrepreneurship-related exploratory behaviour and the relationship between entrepreneurship-related exploratory behaviour and entrepreneurial intention. By applying the happenstance learning theory in an entrepreneurship study, the current research provides meaningful insights for research scholars, educators, and policymakers interested in the entrepreneurial intentions of students. This paper concludes with a discussion on the theoretical implications and future research directions.

Linguistic complexity measures of short narrative writings for modeling overall Chinese proficiency

This study investigates whether linguistic complexity measures of short narrative writings can model overall proficiency in Chinese as a second language. A sample of native Japanese undergraduate students with intermediate (n = 34) and advanced (n = 43) levels of Chinese proficiency, and a sample of native speakers of Chinese (n = 43) altogether provided 240 short narrative essays in Chinese, with a minimum length of 30 characters and an actual grand mean length of 45 characters. Linguistic complexity measures, as discussed in relevant literature, were identified and coded in the essays. Multivariate analyses of variance tests suggest that learners across proficiency levels performed significantly differently on 11 complexity measures of short narrative writings. Multinomial logistic regression further revealed that six of these measures (lexical diversity, high-difficulty vocabulary, complex noun phrase ratio, average sentence length, error-free T-unit ratio, and the first-person singular pronoun) could collectively distinguish student writers’ general Chinese proficiency levels, with an overall accuracy rate approaching 0.80. The implications of the findings of this study for writing assessments and writing instruction are discussed.

Effects of Slide Sheet Use and Bed Position on Muscle Activities in the Low Back and Extremities: A Pilot Experimental Simulation Study.

Low-friction slide sheets (SS) are designed to reduce compression loads on the body during manual handling tasks, such as boosting patients. Using SS has been shown to decrease muscle activity in the lower back and upper extremities. However, it is unclear if this effect varies with different bed positions. To investigate this, we studied the effects of SS use, bed height, and their combination on muscle activity during a simulated patient boost. Thirty-three Japanese undergraduate students (age 21.0 ± 1.1 years; 14 men, 19 women) participated. Participants were asked to boost a dummy figure on the bed three times each using four conditions. During the repositioning task, electromyography of eight muscles of the lower back and upper and lower extremities, hip and knee joint flexion angles, pelvic forward tilt angle, and position of the center of mass based on the posterior superior iliac spine were evaluated. Electrophysiological activities of muscles of lower back and upper extremities were significantly lower with SS than without it in both bed positions (30% and 40% of body height); the reduction in muscle activities with SS use was 20% to 40%. Lowering the bed did not affect the SS effect magnitude on reducing muscle activities, although postural changes, including hip and knee joint flexion, were observed. SS reduced muscle activities in the back, upper, and lower extremities when the bed was in the low position, and this effect persisted at a bed height of ≥30% of the participant's height.

Sensory profile of picky eaters among college female students

Picky eaters are at risk of an unbalanced diet, which is critical for women of reproductive age. A sensory profile, which is a potential factor in picky eating, has not been well researched. This study assessed the differences in sensory profile and dietary intake according to the picky eating status among female Japanese undergraduate college students. Cross-sectional data were obtained from the Ochanomizu Health Study conducted in 2018. The questionnaire included items regarding demographic characteristics, picky eating status, sensory profile, and dietary intake. Sensory profile was assessed using the Adult/Adolescent Sensory Profile questionnaire, and dietary intakes were calculated using a brief-type self-administered diet history questionnaire. Among the 111 participants, 23% were picky eaters and 77% were non-picky eaters. The age, body mass index and household status did not differ between the picky eaters and non-picky eaters. Being a picky eater was associated with higher scores on sensory sensitivity and sensation avoiding, and lower thresholds for taste and smell, touch, and auditory stimuli than being a non-picky eater. Of the picky eaters, 58% and 100% were at a high risk for folate and iron deficiencies, respectively, compared to 35% and 81% of non-picky eaters. Nutrition education for picky eaters in reproductive age to increase vegetable dishes comfortably in their diet is suggested to prevent anemia during their future pregnancy.

Attitudinal decline toward school science: a focus group approach with Japanese undergraduate students

ABSTRACT Despite efforts to make school science appealing, students’ negative attitude toward it persists globally. This qualitative study elucidates how and why undergraduate students in Japan had declining attitudes toward school science during primary and secondary school. Twenty-two first- and second-year students at a Japanese national university participated in small focus group discussions. Data sources were the participants’ focus group data and written accounts on factors that influenced their attitudes toward school science. The grounded theory approach was applied to code the data, which resulted in 42 codes under 11 domains. As the analysis progressed from lower to higher grades, the domains diversified and the frequency of codes increased. The resulting hypothetical model comprising 10 code domains reveals the complex interrelationships that cause attitudinal decline toward school science. ‘Understanding’ is positioned at the centre of the model, thus indicating the importance of cognitive aspects when considering this affective issue. The findings indicate that the development of two teaching methods is urgent: a mathematics-centric approach and innovative hands-on learning.

The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners

The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., follow-up). Structural equation modeling revealed that TEI factors predicted engagement and negatively predicted academic stress, while stress strongly predicted burnout. Cluster analysis and ANOVA revealed that participants with high TEI reported significantly lower scores for stress and burnout and higher scores for academic engagement (i.e., emotional and agentic) compared to participants with low TEI. In addition, exhaustion significantly increased between baseline and follow-up for participants with low TEI but not for participants with high TEI. For participants with high TEI, inadequacy significantly decreased whereas emotional engagement significantly increased between baseline and follow-up. Results suggest that increasing TEI may reduce academic stress and burnout while increasing engagement among second language learners in a Japanese context.

Interpreting unwillingness to speak L2 English by Japanese EFL learners

Abstract This article reports on an empirical study investigating what makes Japanese learners of English as a foreign language (EFL) unwilling to speak English, regardless of their learning period, proficiency level, and location of the communication. The current study focuses on the self-perception of second language (L2) English abilities, anxiety, and interlocutors as possible causes of their unwillingness to speak L2 English, compared with first language (L1) Japanese. An online questionnaire was administered to 27 Japanese undergraduate students (age: 19–22) with non-English majors at a national university in Tokyo, Japan. The results show that the elements depressing the self-perception and willingness to speak are fundamental to managing human relationships in speaking situations, which have more impact on L2 English than L1 Japanese contexts. This is attributable to other-directedness, which has been discussed as being characteristic of Japanese and Chinese EFL learners. Furthermore, it appears plausible to assume that the other-directedness derives more from “considerations for others” than “face-saving.” Future work will further investigate what constitutes Japanese other-directedness, compared with Chinese EFL learners’.

Modeling personality antecedents and second language self-efficacy constructs with emerging adults in Japan: Domain-specific matching for assessing global competence in applied contexts.

Research on self-efficacy in intercultural communication (SEIC) provided validity evidence for second language (L2) self-efficacy domains. However, it lacked (1) an analysis of individual differences in personality as antecedents, (2) divergent validity from anxiety variables (i.e., foreign language classroom anxiety; FLCA), and (3) disambiguation from speaking (S-SE) and listening (L-SE) skill-specific self-efficacy types. We conducted structural equation modeling of L2 self-efficacy and anxiety as response variables predicted by the Big Five model of personality in the context of Japanese undergraduate students at three university sites (n = 373), and a geographically diverse online survey of emerging adults (n = 1,326) throughout Japan. The final model for the nationally representative sample showed that SEIC was predicted by all identified personality factors. Differentially supported paths were observed linking L-SE with Conscientiousness (β = 0.24) and Extraversion (β = 0.16), and S-SE with Extraversion (β = 0.24) and Neuroticism (β = -0.12). The fear of failure factor of FLCA was predicted positively by Neuroticism (β = 0.25) and, surprisingly, Conscientiousness (β = 0.10), and negatively by Extraversion (β = -0.13). Relationships to Openness to Experience were only supported for SEIC (β = 0.17) and S-SE (β = 0.12). These findings provide specificity matching for personality and L2 self-efficacy domains as empirical advances for assessing global competence within the context of Japan. Implications for cultural influences on self-efficacy and applied educational practices in language and intercultural learning are discussed.

Association between mental health and academic performance among university undergraduates: The interacting role of lifestyle behaviors.

Impaired mental health status tends to be associated with poor academic performance, but few prospective studies have examined the association between mental health and academic performance among undergraduates while considering the interacting roles of multiple lifestyle behaviors. A total of 1823 Japanese undergraduate students (67% men) were followed up for 4years. Their mental health status was measured by the six-item Kessler Psychological Distress Scale (K6). We defined poor academic performance as a grade point average (GPA)<2.0. Cox proportional hazards models were used to determine the relationship between the students' mental health status and the incident risk of poor academic performance. Our analyses revealed that impaired mental health status in the first semester of university study significantly predicted an increased incident risk of poor academic performance during the overall undergraduate period. This association remained significant when the health lifestyle behaviors were adjusted, and the hazard ratio (95% confidence interval) for poor academic performance was 1.62 (1.18-2.23). This significant association disappeared in the low-lifestyle-behavior-risk group. Impaired mental health status in the first semester significantly predicts an increased incident risk of poor academic performance during the undergraduate period.

Cross‐Cultural Adaptation and Psychometric Properties of the Japanese Version of the Attitudes toward Singlehood Scale1,2,3,4

AbstractThe nine‐item Attitudes toward Singlehood Scale (AtSS) is a newly developed measurement for people to self‐report their manners toward staying single. The original English‐version AtSS shows sound psychometric properties in the Malaysian and Indian contexts. To necessarily adapt the AtSS in cross‐cultural studies, we developed the Japanese version of the AtSS (AtSS‐J) and examined its psychometric qualities in a sample of 316 Japanese undergraduate students. The participants answered an online survey consisting of the AtSS‐J, a (single‐item) preference for being single, the Mini‐Social Phobia Inventory, the Single Item Narcissism Scale, and the Satisfaction with Life Scale. Confirmatory factor analysis supports that the AtSS‐J has a second‐order factor structure (error covariance specified between Items 3 and 5) composed of three first‐order specific factors (affect, behavior, and cognition). Both Cronbach's alpha and McDonald's omega estimates indicated good reliability in the AtSS‐J. Moreover, convergent and discriminant validity of the AtSS‐J are evident, while the concurrent validity with life satisfaction as criterion variable showed inconsistent results. Overall, our findings offer preliminary support to the usability of the AtSS‐J.

Internship Experience and Organizational Attractiveness: A Realistic Job Fit Perspective

Although job seekers often rely on indirect or inaccurate information to assess the attractiveness of potential employers, internship experience provides more realistic and accurate information, which may influence organizational attractiveness. Through the ex-ante and ex-post (i.e., pre-internship and post-internship) research design with a sample of Japanese undergraduate students in a university-sponsored internship program, we found that, although organizational attractiveness on average declined after the internship, skill variety and feedback from employees in the internship job were positively related to perceived needs-supplies (NS) fit beyond the effect of its pre-internship level. The NS fit, in turn, was related to organizational attractiveness beyond the effect of its pre-internship level. Moreover, some of the above mediating effects were stronger for interns with high social skill and/or high self-esteem. Our findings highlight the importance of the effect of internships on college students’ school-to-work transition.

Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study

It is widely understood that research experience is important for university graduates. Japanese undergraduates in Arts/Humanities are commonly required to conduct research and write a thesis. Adopting academic language socialization (Duff, 2010) as a theoretical and analytical approach and the triangulation of multiple data sources, this multiple-case study examines the processes of two Japanese undergraduate students' socialization into the thesis genre with focus on face-to-face supervisory conferences and oral feedback. Findings revealed that the supervisors mostly dominated the conferences and frequently gave disapproval feedback and reinforcement. However, they employed some mitigation strategies to soften the critical nature of their feedback. The students favourably and constructively accepted their supervisors' feedback. The student who established a closer relationship with his supervisor, had more academic and social interactions with both his supervisor and peers and received more academic and affective support appeared to be socialized into the undergraduate thesis writing more comfortably.

Degree of Meaningfulness of an Event's Ending Can Modulate Mixed Emotional Experiences Among Japanese Undergraduates.

While people may experience mixed emotions when confronting a meaningful ending; it is unclear how much an ending's meaningfulness contributes to evoking these mixed emotions. This study examined, among Japanese undergraduate students, whether different degrees of meaningfulness of an ending affected emotional experiences, and how time passage changed emotional intensity. Sixty-one Japanese students (37 females, 24 males; M age = 20.75, SD = 0.80) reported their emotional experiences and the degree of meaningfulness they assigned to the ending of the Heisei era at two time points-before and after the ending. As expected, participants who placed high meaningfulness to the ending of the Heisei era experienced a high level of mixed emotions, indicating that the degree of meaningfulness given to an ending can modulate emotional experiences. Furthermore, the specific emotions experienced (i.e., sadness or happiness) differed depending on the assessment time point, such that the meaningfulness of the ending played a key role in producing mixed emotional experiences in this sample.

Japanese Nursing Students’ Motivations and Learning Needs Regarding Studying English: A Cross-Sectional Study

This cross-sectional study aimed to examine factors associated with Japanese undergraduate nursing students’ motivations and needs to study English. An online survey at one university in Tokyo was conducted from July to October 2018. This survey included students’ basic interest in and reasons for learning English, attitude toward communicating with non-Japanese people, willingness to study English, which could be related to motivations and needs to study English. Structural equation modeling was used to map the association among variables. Overall, 167 students completed the survey. The most frequently cited motivation and needs to study English were for “daily use,” such as traveling. Participation in a study tour through the university was associated with willingness to study English, which was associated with both motivation and needs. Improving curriculum and systems is necessary so that students realize the necessity of English in their clinical or professional activities, and find willingness to study English.

Undergraduate students’ learning experiences as part of an online sexuality education workshop in Japan

Objective: The purpose of this study was to investigate Japanese undergraduate students’ learning experiences as part of an online sexuality education workshop. Design: We employed a qualitative design using in-depth, semi-structured interviews. Setting: The study was conducted at a public university in the Kanto region of Japan. Method: Interviews elicited seven Japanese undergraduate students’ perspectives concerning the format of the online sexuality education course and beliefs about sexual health and behaviours. Interviews were analysed using the constant comparative method. Results: Three themes were identifiable in informants’ responses: (1) benefits of the online education format, (2) importance of sexuality education for students who live alone and (3) learning about abortion. Students’ learning experiences were influenced and shaped by online communication through the sharing of knowledge regarding sexuality, sexual security and sexual health. Conclusion: Although learning took place in a 1-day workshop, there were significant benefits to offering an online sexuality education workshop to Japanese undergraduate students.

Cultural Differences in the Perception of Daily Stress Between European Canadian and Japanese Undergraduate Students.

The current research examines cross-cultural differences in people's daily stress experiences and the role of social orientations in explaining their experiences. Using a situation sampling method, Study 1 collected European Canadian and Japanese undergraduates' examples of stressful interpersonal and non-interpersonal situations they experienced, measuring participants' perception of the intensity and frequency of each type of situation. Studies 2 and 3 examined the effects of culture on participants' reports of stress symptoms under the situations. Study 3 assessed the mediating effects of independence and interdependence between culture and perceived stress. These studies indicated that the situational context moderates the effect of culture on perceptions of stress, showing a different amount of stress from interpersonal situations between Japanese and European Canadian undergraduates. Mediational analyses revealed that independent orientation partially explains the relationship between culture and stress from interpersonal situations. The implications of these results for culture and daily stress are discussed.

Personality traits and mental health of social networking service users: A cross-sectional exploratory study among Japanese undergraduates

In this study, we investigated personality and mental health variables for users of three popular social networking services (SNS): Twitter, Instagram, and Facebook, among Japanese undergraduate students (N = 1030). Compared to non-users, Twitter users scored significantly lower in extraversion, conscientiousness, openness, and self-esteem, and higher in neuroticism, behavioral inhibition system (BIS) sensitivity, and social comparison orientation. Instagram users scored significantly higher in extraversion, behavioral approach system (BAS) -drive, BAS-reward responsiveness, BAS-fun seeking, narcissism, self-esteem, and subjective happiness, and lower in neuroticism, anxiety, and to a marginal extent, depression. Facebook users scored significantly higher in extraversion, openness, BAS-fun seeking, self-esteem, and to a marginal extent, narcissism. Within SNS users, extraversion, agreeableness, and self-esteem were negatively associated with negative mental health variables, and positively associated with positive mental health variables. Neuroticism was positively associated with negative mental health variables, and negatively associated with positive mental health variables. Further, some associations were found within specific SNS users. Differences in personality and mental health were discussed based on the characteristics of each SNS platform.

Seeking Harmony Rather Than Efficiency: The Effect of Self‐Construal on Social Compensation1

AbstractMany studies have discussed how motivation in task‐related groups is affected by culture. Despite this, the psychological processes underlying these cultural differences have not yet been fully investigated. This study examined the effects of self‐construal on social compensation, that is, motivation gain caused by the expectation of coworkers' poor performance. Participants were 111 Japanese undergraduate students. They were asked to engage in nine tasks as a team with a coworker whose intelligence was inferior or superior and allocate tasks between themselves and their coworkers. We measured the number of tasks that participants selected as their own work as a dependent measure. The results showed that those with interdependent selves were less likely to engage in social compensation even when their coworkers' capability was low.