Private Universities In Japan Research Articles

Evaluating Student Satisfaction: A Small Private University Perspective in Japan

This study investigates undergraduate student satisfaction at a small private university in Japan, focusing on factors like social environment, instructors, facilities, support, academic grit, and student engagement. Given Japan's demographic challenges and the heightened competition in higher education, understanding these factors is crucial for student retention and institutional stability. The study employs a quantitative approach, analyzing data from a sample that mirrors the university's demographic composition. Key findings reveal that instructors, facilities, and support significantly influence student satisfaction, with distinct variations observed when analyzed by gender and academic year. In contrast, grit and engagement were not statistically significant predictors; their roles in the broader educational context warrant further exploration. This study reveals actionable strategies to elevate student satisfaction at a small private Japanese university, addressing institutional, administrative, and instructional dimensions. Recommendations include upgrading facilities and enhancing the social atmosphere to foster a conducive learning environment, focusing on faculty development to improve instructional quality, and tailoring engagement strategies to meet gender-specific and year-specific needs. These measures aim to mitigate challenges like declining enrollment and student attrition by creating a more fulfilling university experience and strengthening the institution's reputation and appeal.

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

The purpose of this study was to identify the motivation and demotivation of Japanese university students in attending English as a Foreign Language (EFL) classes. The participants included 455 students who took English courses for the first semester of 2023 from two private universities in Japan. The data was collected using a five-point Likert scale motivation and demotivation survey comprised of 24 items and two open-ended questions through an online questionnaire. The results from the quantitative and qualitative strands indicated that the motivation of the respondents towards attending EFL classes is mainly extrinsic. The basis of extrinsic motivation comprised getting credit, getting good grades, and knowing the tips for the exam. In addition, Japanese university students showed low demotivation towards attending EFL classes based on teacher-related, class content-related, and personal factors. The thematic analysis revealed that the students have low expectations for success and lack of self-discipline. From a cultural perspective, these findings reveal that the Japanese tend to blame themselves rather than point fingers at others to maintain harmony even in their academic life. The findings of this study can be used by EFL instructors, school administrators, and curriculum developers to offer interventions intended to motivate the demotivated EFL students to improve class attendance and help Japanese university students achieve academic success.

Cross-sectional study on public health knowledge among first-year university students in Japan: Implications for educators and educational institutions.

In recent years, there have been increasing knowledge gaps and biases in public health information. This has become especially evident during the COVID-19 pandemic and has contributed to the spread of misinformation. With constant exposure to disinformation and misinformation through television, the internet, and social media, even university students studying healthcare-related subjects lack accurate public health knowledge. This study aimed to assess university students' knowledge levels of basic public health topics before they started their specialized education. Participants in this cross-sectional study were first-year students from medical schools, health-related colleges, and liberal arts colleges. A self-administered electronic survey was conducted from April to May 2021 at a private university in Japan, comprising six colleges with seven programs. Data analysis, conducted from June to December 2022, included students' self-reported public health knowledge, sources of information, and self-assessment of knowledge levels. Among the 1,562 students who received the questionnaire, 549 (192 male [35%], 353 female [64.3%], and 4 undisclosed [0.7%]) responded to one question (participants' response rate for each question; 59.6%-100%). The results showed that students had limited public health knowledge, especially in sexual health topics, and 10% of students reported not learning in class before university admission the following 11 topics: two on Alcohol, Tobacco, and Other Drugs; eight on Growth, Development, and Sexual Health; and one on Personal and Community Health. These results indicate significant knowledge gaps and biases, as well as gender gaps, in public health education, especially in the area of sexual health, which may help educators and educational institutions to better understand and prepare for further specialized education. The findings also suggest a need to supplement and reinforce the foundation of public health knowledge for healthcare majors at the time of university admission.

Logico-semantic relations between spoken text and slides’ visual elements in student presentations conducted online in the English as a Foreign Language context

Student presentations conducted with the help of PowerPoint represent communicative events that are inherently multimodal by incorporating visuals on slides accompanied by spoken commentary. However, despite their ubiquity in higher education, few studies have investigated the rhetorical relations between their auditory and visual modes. This study attempts to address this gap by applying theoretical frameworks for logico-semantics and image–text relations to student presentations conducted online at a private university in Japan. Analysis of over 5 hours of recorded data revealed how clauses in students’ spoken commentary related to visible entities on the screen primarily through exposition and, to a lesser extent, specification, summary, extension and enhancement. A further comparison of different stages within the presentations showed that summary and expansion played a bigger role whenever students provided background information or concluded the presentation. Further, qualitative discussion on selected excerpts sheds light on how the reading path alternated between exposition of visual text through repetition or synonymy and embellishment through specification or enhancement. However, comparing students also indicated that genre-specifics are not yet established for all students. The selection and configuration of logico-semantic relations influenced how slides compensated for verbal deficiencies, which has implications for the English as a Foreign Language context.

Potential influence of extensive reading on controlled productive vocabulary

This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced ER for 13 months. They took the Productive Vocabulary Levels Test at the 2,000-word level 3 times: in April, December and May 2020. The outcomes of paired t-tests with Bonferroni correction revealed that participants achieved higher scores on the 2nd test, but their performance deteriorated on the final test. The model yielded by multiple regression analysis was comprised of the number of series participants read books from and the average percentage grade of MReader quizzes they passed, whose contribution to the post test scores was 14.1%. Follow-up tests were run between 12 students who retained or improved their scores on the delayed test and those who did not. It was found that these 12 participants read more constantly during the spring vacation. They also read more books from one graded reader series and books with fewer than 2,000 words, but read fewer 4,000-to-4,999-word-long books from April to December.

Effectiveness of a cervical cancer prevention program to improve health literacy among Japanese undergraduate females in their 20s: A quasi-experimental study

To improve health literacy (HL) regarding cervical cancer prevention, a health program for females in their 20s was previously developed. The present study aimed to examine the effectiveness of that program. We conducted a quasi-experimental study (with control groups) on female undergraduate students in a private university in Japan. In total, 15 and 60 students were categorized into the experimental and control groups, respectively. Intergroup pair-matching using the identified variables yielded a final assessment population of 28 students (n = 14 in each group). The data analysis consisted of group comparisons of the participants between baseline and final assessment using the Wilcoxon signed-rank sum test and McNemar's test. Experimental group comparisons revealed a significant difference in median HL scale scores (baseline, 57.0; final assessment, 66.0; p =.002), median women's health knowledge test scores (baseline, 14.5; final assessment, 16.0; p =.029), and the percentage of participants who felt confident explaining their own body to a medical practitioner (baseline, Y = 14.3, N = 0.0; final assessment, Y = 100.0, N = 0.0; p<.001); however, no significant difference was found for cervical cancer screening behavior. No changes were seen in any of the variables between baseline and final assessment in the control group. These results indicated that our program was effective for improving HL, confidence in explaining one's own body to a medical practitioner, and women's health knowledge test scores, but not for changing cervical cancer screening behaviors. Further research is needed to determine how to provide more appropriate health programs for females in their 20s.

To What Extent are Japanese University Students Successful in Motivating Themselves to Learn English through Project-based Language Education? An Assessment of Students after Two Years of PBL-based English Language Education

The objective of this study is to evaluate the efficacy of project-based learning (PBL) methods in teaching English at the Japanese university level from the perspective of motivational research. The case study focuses on the Project-based English Program (PEP) at a large private university in Japan, examining whether the program not only enhances English proficiency, but also motivates students to a higher level of self-determination. By analyzing these outcomes, this paper discusses the added value of PBL-based English education in terms of its effectiveness in motivating students. The analysis reveals that PEP has improved the English proficiency of the participants over the two-year curriculum, and that in terms of motivation, PEP has been successful to some extent in cultivating identified regulation, a relatively high level of self-determination among extrinsic motivation for English language learning. The results also indicate that the group tended to develop intrinsic motivation, a motivation with an even higher level of self-determination, suggesting that PBL-style classes are effective in facilitating the acquisition of high self-determined motivation. However, the results for stimulation, one aspect of intrinsic motivation, tended to show almost no acquisition, and the results for introjected regulation, an extrinsic motivation, were also scattered, suggesting that learners may retain some hesitation, conflict, and stress according to motivation theory. These findings can be utilized to improve educational programs in the future.

Attitudes of pharmacy graduates at the early career stage: A pilot survey at a private university in Japan

Background: Pharmacy graduates’ attitudes toward their work at the early career stage, their career status, job satisfaction, and future plans have not been surveyed in Japan. Methods: Postcards were sent to 514 pharmacy graduates from a University in Tokyo, Japan, asking graduates to answer an online cross-sectional questionnaire. Results: Of the 86 respondents, 15% changed their jobs within three years, and the number of pharmacists working in the “community pharmacy” sector notably increased. Respondents working in non-pharmacy sectors were more satisfied with their jobs than those in the pharmacy sector. Furthermore, job satisfaction impacted the respondents’ future work plans, and the distribution of job satisfaction varied by current career sectors. Conclusion: In response to the global social and economic situations, pharmacy education should consider various fields and skills. Career guidance should be incorporated into the pharmacy curriculum. Further studies on this case are required worldwide to prepare pharmacists for their future roles.

Modes and intersemiotic cohesion in student presentations performed online: An SF-informed multimodal discourse analysis

This study proposes a multimodal discourse analysis for investigating semiotic resources and intersemiotic cohesion in student presentations online. Data come from seminars in applied linguistics at a private university in Japan. After analyzing elements found in the verbal, paralinguistic, and visual modes, intersemiotic cohesion was identified in the form of reading aloud written text on the slides, verbal references, animations, as well as deictic gestures and word-tracking by cursor movement. A closer qualitative inspection of how students differed in utilizing these cohesive devices revealed considerable variation. Some students focused on verbal and paralinguistic modes and formed vivid narratives through a multimodal ensemble of gestures, sentence stress, and head-nodding, while others were regulated by the visual mode to such a degree that their shared slide became the locus of attentive action. In the latter case it became observable how material resources unique to the online environment were transformed into semiotic resources (i.e., tracking written text with the mouse while reading it aloud). Findings are discussed with respect to both theoretical implications and practical takeaways for doing presentations in an online environment.

Affective States and Heart Rate Response: Measuring Foreign Language Speaking Performance Reactions in a Japanese University Classroom

While psychologists often use a combination of physiological and self-reported data to examine the dynamic effects of stress on performance, the impact of affective states on Foreign Language (FL) speaking performance has almost exclusively been assessed using self-report methodology (e.g., questionnaires, interviews). In fact, studies that correlate physiological data with self-report measures in a classroom context are extremely rare due to both cost and logistical restraints. This study set out to address this gap in language learning research by employing Fitbit smart watches as a tool to unobtrusively collect heart rate (HR) response data. Participants in this study were undergraduate Japanese language students (5 males and 5 females, mean age = 19.7 years, SD = .95) at a private university in Japan. Over three sessions, students wore Fitbit smart watches and performed three different class-observed dialogs (with randomized partners and performance order) while seated at their desks. Students were also asked to report their affective state (to index their feelings in the moment) across three intervals within each class session: class start, pre-performance, and post-performance. Using multi-level modeling statistical analysis, elevated self-reported state feelings of distress and embarrassment were found to be significantly positively related with elevated HR response. To further understanding of how affective states unfold in classroom environments, researchers should consider both physiological and self-report measures. With advances in wearable technology, similar research designs to this study may become more commonplace.

フィードバックによる学術的社会化―EAP授業における教師のポスト・パフォーマンスフィードバックの会話分析 Socializing Students into Academics Through Feedback—Conversation Analysis of Teacher’s Post-performance Feedback to EAP Classroom Presentation

学術目的のための英語 (English for academic purposes: EAP) 授業を担当する教師は、アカデミック・プレゼンテーションなどでの学生のパフォーマンスに対して、どのようなフィードバックを与えることで学習者の学術世界への社会化を促進できるのか。この問いに具体的な回答を行うことでより良いEAP授業の実践に貢献することを本研究の目的とし、日本の２つの大学における185のEAP授業を撮影したビデオデータを対象に、エスノメソドロジー的会話分析を用いて分析を行った。結果、学生たちの不適切なパフォーマンスを再現し、そこからその問題源を体験させるという相互行為手続きを取ることによって、教師のポスト・パフォーマンスフィードバックは学生の学術世界への社会化を促す媒介となる、ということが分かった。EAP授業において教師は、学術世界での専門家として学生のパフォーマンスの問題とその問題を見極めることができる能力、さらにその専門家としての見方を体験させられる相互行為能力が必要である。 In classes such as English for Academic Purposes (EAP) wherein the pedagogical focus is on knowledge and competence required in academic settings such as academic presentation, what kind of feedback should teachers give to students about their performance to socialize them into becoming academics? Studies investigating students’ perceptions about the teacher’s post-performance feedback support the necessity of the dialogical process for students to understand the teacher’s feedback and to utilize it for their next performance. However, very few studies in the context of higher education have been conducted to examine what constitutes effective dialogic feedback, or how teachers and students actually achieve a mutual understanding of the point of feedback in classroom interaction. Meanwhile, ethnomethodological conversation analytic (EMCA) research on instruction from a professional to a novice member of a community explicated the interactional process on how the point of a teacher’s post-performance feedback is understood. The interactional feedback practices performed by the professionals such as a senior archeologist or a master of Japanese calligraphy described in those EMCA studies indicate that a professional’s post-performance feedback can develop a member’s competence necessary for his or her socialization into a particular domain of cultural activity. EAP is aimed at socializing students into the culture of academic research (de Chazal, 2014). So, appropriating the EMCA perspective of instruction from professional to novice in a community to investigate teacher’s post-performance feedback in the EAP classroom will give insight into what and how teachers should give feedback to students about their performance. Therefore, the aim of this study is to explicate teachers’ post-performance feedback practices given for students’ academic presentations in EAP classrooms through the microanalysis of actual EAP classroom feedback practices from an EMCA perspective. The data used for this study were based on the video corpus of 185 post-performance feedback interactions in EAP classrooms of a national university and a private university in Japan. Microanalyses of teacher feedback on student presentations in EAP classes at Japanese universities suggested that making the students personally experience the trouble source of their presentations makes the teacher’s feedback a catalyst in the academic socialization of the students. In the case where the trouble source of a student’s problem in his presentation was his or her lack of understanding of the audience’s perspective, the physical representability of the audience viewpoint allowed the teacher to reenact how she and the audience found the problem and its cause. The teacher’s feedback was composed of replaying the problem, switching the student’s perspective from that of the presenter to the audience, collecting the actual audience’s agreement to her interpretation, and showing the exchange between her and the audience member to the target student. Through the step-by-step feedback practice to make the target student personally experience the trouble-source, the teacher put the student into a sequential position where he or she was normatively required to display how the demonstrated issue was treated. The real challenge is how to make the trouble source of the students’ mistakes evident when it is about an abstract idea, such as a lack of understanding about why a clear statement of the purpose is essential to a presentation. In such a case, the teacher’s feedback practice involves students in a type of puzzle-solution sequence. First, the teacher presents out-of-context talk to the students to make them confused; after the talk, the teacher enacts what the confused students might have thought while they were told an out-of-context talk and this works as a solution to the puzzle. The puzzle-solution sequence is a way of making experientially accessible to the students the importance of abstract norms such as making the aim of the presentation explicit. The lived experience becomes a catalyst for students’ academic socialization by constructing a link between the goal behavior (i.e., correct performance) and the students, who had lacked the insight into the importance of the goal behavior, which was the trouble source of the issue with their presentations. The findings of this study further show that the analytic method used in this study, EMCA, is a promising way of representing the effective interactional feedback practices in detail. Of course, the results of this study do not represent the entirety of post-performance feedback practices used by teachers engaged in EAP classrooms. Future studies should examine a variety of teachers’ post-performance feedback practices in EAP or ESP (English for Specific Purposes) classrooms so that a knowledge base of pedagogically meaningful feedback practices is developed and made available for the language teachers today to rely on when they teach classes where the educational focus is not only the linguistic aspects of the target language, but the content or academic/professional competencies.

A Study on Unions in Private Universities in Japan: Based on a Historical Analysis of a University Faculty and a Staff Union

A Study on Unions in Private Universities in Japan: Based on a Historical Analysis of a University Faculty and a Staff Union

Japanese Model of Attracting Foreign Youth in the Higher Education System

Introduction. National education and science systems are increasingly integrated into the international scientific and educational space in the context of increasing globalisation. The result of integration processes is an increase in the number of students in the world: if in the 1970s there were about 29 million people in the three-level education system, in 2000 – 100 million, in 2005 – 139 million, in 2010 – 181 million, in 2012 – 196 million. According to the UNESCO Institute for Statistics, the number of such students will grow to 263 million in 2025. In the Russian Federation, 283 000 foreign students (5% of the total number of students) were enrolled in the 2016 / 2017 academic year, and in the United States, about 1 million foreign students were enrolled in the 2014 / 2015 academic year. Given the trends of globalisation of education, Japan was forced to join the struggle for foreign students and the export of educational services. Negative demographic trends such as falling birth rates, an aging population, and a declining youth population are also stimulating the factors in the internationalisation of Japanese universities and the country’s increased participation in the global competition to attract young people to the national higher education system. The aim of the study was to identify the features of the functioning of the model of attracting foreign youth to the higher education system in Japan in the context of worsening problems of population aging and slowing economic growth. This situation is also partly relevant for Russian socio-economic and demographic development. Materials and methods. The article uses statistical data from a number of international organisations (UNESCO, OECD, IOM, World Bank), the Ministry of Education, Culture, Sports, Science and Technology of Japan, the Japan Foundation, and public and private universities in Japan. The sociological method was applied. The authors of the article conducted three focus groups on strategies and tools for attracting foreign students to Japan during a research trip in July 2019. Currently, the higher education system in Japan is one of the best not only in the Asia-Pacific region, but throughout the world. Japan has actually become one of the leaders in the world market for educational services; applicants from different countries seek to master the most in-demand specialties. Results. The study revealed that the system of attracting foreign students to Japanese universities is based on the concept of foreign migration policy, that is, on promoting the country’s geopolitical and economic interests in the AsiaPacific Region (APR). Japanese universities teach students from countries that are strategic partners of Japan: China, Vietnam, Nepal, South Korea, Thailand and Taiwan. An important element of the strategy for attracting foreigners is the work of universities, cultural and educational foundations that promote the Japanese language and culture outside of Japan. The Japanese higher education system, despite its historical traditionalism and conservatism, is gradually internationalising and opening up to the world through active access of universities to foreign educational markets and channels for attracting foreign students. Universities, as the main elements of the higher education system, have become the agents of Japan’s foreign policy, focused primarily on the Asia-Pacific countries and its strategic partners. Moreover, the partner countries were chosen not only based on the priorities of Japanese geopolitics and economy, but also on objective demographic indicators (young age structure, large population). The interaction with migration partner countries is supported by real steps on the part of the Japanese authorities: investment, trade, business and cultural contacts. The experience of Japan can be used in Russia to organise work to attract young people to study in higher education institutions from countries that are geopolitical partners, primarily in the former Soviet Union. Scientific novelty. The features of the functioning of the model of attracting foreign youth to the higher education system in Japan in the context of worsening problems of population aging and slowing economic growth are revealed. Practical significance lies in the possibility of further practical application of the results of the current research on the features of the Japanese model of attracting foreign youth to the higher education system.

Changes in Japanese universities governance arrangements 1992–2017

ABSTRACT Based on two national surveys of Japanese faculty members, the purpose of this study is to analyze whether changes had occurred in key aspects of governance arrangements in both national and private universities in Japan from 1992 to 2017. This study focuses on the changing relationships between national universities and the central government and the internal governance and management style at institutional level, due to the application of new public management theory and market mechanisms to universities in Japan. The main findings show: (1) the changing trends of governance arrangements in Japanese universities did not seem to be more managerially-oriented and centralized in general between 1992 and 2017; (2) actual changes did not occur in some aspects of governance arrangements in Japanese universities; (3) changes in governance arrangements in private universities present a sharp contrast to those occurring in national universities. This research has important implications that the current governance patterns in Japanese universities should be improved, and top administrators should provide more competent leadership.

A Study on the Governance Reform of Private University in Japan

A Study on the Governance Reform of Private University in Japan

Direct and Indirect Harassment Experiences and Burnout among Academic Faculty in Japan.

The purpose of this study is three-fold: (1) to compare harassment (sexual, gender, and academic harassment both directly and indirectly experienced - i.e. "directly harassed" and "have seen or heard of someone who experienced harassment", respectively) experienced by males and females, (2) to investigate whether such experiences correlate with burnout, and (3) to explore whether social support might mitigate any such relationship between harassment and burnout. This cross-sectional study was conducted at a private university in Japan in February 2014 and is based on a work-life balance survey obtained from 330 academic faculty members. We investigated the association between each of the six subcategories of harassment (direct and indirect forms of each of the three types) and burnout using general linear regression models; we then evaluated interactions between harassment and social support in these models. The prevalence of direct and indirect experiences of harassment was higher in females than in males for all three types of harassment. Males showed higher burnout scores if they had direct experiences of harassment. There were significant interactions between social support and the direct experience of harassment; high social support mitigated the effect size of direct harassment on burnout among males. Females showed higher burnout scores if they had indirect experiences of harassment. However, the same buffering effect of social support on burnout as observed in males was not observed in females. Direct harassment experiences increased the risk of burnout in males, and indirect harassment experiences increased burnout in females.

Do english-language newspapers make universities prestigious?

AbstractThis study investigated whether English-language news media, which increased coverage of two large, well known private universities in Japan, increased their salience in the minds of international residents in Japan. Based on the agenda-setting theory of media influence, the authors made use of university enrollment trends as an indicator of public salience and found that the English-language media contributed to the growing prestige of the universities among the non-Japanese population. Academic reality in Japan underwent little change during that period with the top ranking government-funded universities, whose coverage in the English-language media did not increase, remained more prestigious within the local context, as is evident from local university rankings. This study also demonstrates that the media can exert an agenda-setting influence on institutions of higher learning, a domain that has not been traditionally investigated. The study also addresses the influences of the international, English-language press in the context of a non-English speaking country, Japan, and how the, “need for orientation” (NFO), might have been a factor.

電子ジャーナル・データベース導入にかかる私立大学図書館コンソーシアム(PULC)の形成について : 回顧と展望( 図書館コンソーシアムの動向, pt.2)

電子ジャーナル・データベース導入にかかる私立大学図書館コンソーシアム(PULC)の形成について : 回顧と展望( 図書館コンソーシアムの動向, pt.2)

Language policy, planning, and enactment: the necessity and empowering potential at the local level

ABSTRACTAn initiative termed “Global 30 Project for Establishing Core Universities for Internationalization” (hereafter G30) in Japan aims for the recruitment of an additional 300,000 international students by 2020 to study in Japan in English, and also aims to send many more Japanese university students overseas than are now studying outside Japan. There are a number of related substantive issues involving globalization, academic mobility, and the development of an active global-minded citizenry through higher education that are inextricably linked in this paper to research how key educational stakeholders at the micro (hereafter local) levels of foreign-English language policy and planning (hereafter ELPP), such as teachers, through their agency as policy-planners, enact language policy, and planning at a private university in Japan. A quasi-ethnographic approach to data sources, interviewing, historical documentation, observations, and narrative will be used to help explore the higher educational experiences and expectations of these stakeholders, and how these experiences and expectations contribute to perceptions and attitudes related to issues of curriculum planning and enactment, with particular regard to how ELPP does or does not connect to higher education internationalization–globalization efforts in Japan. We underline the importance of gathering key local-level stakeholders’ understandings and support of ELPP, as these agents are potential enablers of both macro (hereafter national) and higher educating meso (hereafter institutional)-level innovation and change.

Validity and reliability of the Modified Stressor Scale for College Student among medical and medical science students in a private university in Japan

OBJECTIVES: To modify the Stressor Scale for College Student (SSCS) by including extracurricular activity-related stressors and to examine the validity and reliability of the Modified SSCS (M-SSCS) to evaluate psychosocial stressors in medical and medical science students. Methods: Third-year medical students (n = 103) and fourth-year medical technology students (n = 95) completed a cross-sectional questionnaire survey. We examined the factorial structure of the M-SSCS using factor analysis. Concurrent validity was assessed by examining the associations of M-SSCS scores with self-rated health status, K6 scale scores, and State-Trait Anxiety Inventory (STAI) scores. Cronbach's alpha coefficient was calculated to evaluate the reliability of the M-SSCS. Results: Factor analysis yielded seven factors. Stressors related to family, friends, part-time jobs, and extracurricular activity formed independent factors, but study- and fulfillment-related stressors were not distinct. High M-SSCS scores, indicating greater stressor levels, were significantly associated with poor self-rated health status (adjusted odds ratio [95% confidence intervals] = 2.80 [1.08, 7.25], p = 0.034), high K6 scale scores (2.99 [1.00, 8.96], p = 0.050), and high STAI state anxiety (3.32 [1.35, 8.20], p = 0.009) and trait anxiety scores (2.69 [1.31, 5.51], p = 0.007). Cronbach' s alpha coefficient was 0.916. Conclusions: The M-SSCS showed good concurrent validity and internal consistency in assessing psychosocial stressors in medical and medical technology students. However, further studies are necessary to fully determine the validity of the M-SSCS. Language: en