| Abstract | |
| Survey Number | 0724 |
| Survey Title | Survey on After-School Time Use, 2008 |
| Depositor | Benesse Educational Research and Development Institute (Former Name:Benesse Corporation) |
| Restriction of Use |
For detailed information, please refer to 'For Data Users' on the SSJDA website.
- Apply to SSJDA. SSJDA's approval is required. |
| Educational Purpose | Available for both research and instructional purposes. |
| Period of Data Use Permission | One year |
| Access to Datasets | Download |
| SSJDA Data Analysis | Not available |
| Summary |
This survey was conducted in November 2013 among students between fifth grade of elementary school and third year in high school across Japan. It aimes to find out about their daily routines and perceptions of time. It has the following four major characteristics. 1. To grasp how the children use their time by using two different methods This survey consists of two methods: Method (A), which asks about their 24-hour routine in intervals of 15 minutes, and method (B), which asks about their average activity time per day, the number of activities (days) and activity time per week, and the number of activities per year in a questionnaire format. 2. To grasp the basic attributes of children and how they spend their time based on their behavior patterns This survey enquires about the children's basic attributes, such as their year in school and gender, as well as their area of residence, their daily habits such as sleeping and waking up habits, state of studying at home and tutoring schools (juku), and taking after-school lessons and doing extracurricular activities. Therefore, it is possible to learn not only about how the children spend their time on an average day but also the characteristics of each child based on various basic attributes and behavior patterns. 3. To grasp relationship between how the children spend their time and their awareness of time, stress about time, and aspirations for the future This survey enquires about not only the children's basic attributes and how they actually spend their time, but also their perceptions of time, how stressed they are, as well as their aspirations for the future. For this reason, it is possible to analyze the relationship between their perceptions of how they should spend their time and how they actually spend it. 4. Survey design that allows comparison over time The survey is designed such that it comprises basic questions that describe the actual situation of the children's lives and learning to allow comparison over time. |
| Data Type | quantitative research: micro data |
| Universe | Fifth-grade elementary school students to second-year high school students across Japan |
| Unit of Observation | Individual |
| Sample Size | Valid Responses: 8,017 people (number of questionnaires distributed: 25,713 people, valid response rate: 31.2%) |
| Date of Collection |
2008-11-10 ~ 2008-11-14 |
| Time Period |
2008 ~ 2008 |
| Spatial Unit | Japan Japan |
| Sampling Procedure | Other Random sampling based on lists of students between fifth grade in elementary school and second year in high school in Japan |
| Mode of Data Collection | Self-administered questionnaire: Paper Mail survey (self-administered questionnaire) |
| Investigator | Benesse Corporation |
| DOI | 10.34500/SSJDA.0724 |
| Sponsors (Funds) | |
| Related Publications (by the Investigator) | Please refer to the abstract in Japanese. |
| Related Publications (based on Secondary Analysis) | List of related publications (based on Secondary Analysis) |
| Documentation | [Questionnaire] |
| Major Survey Items |
(1) Face items Year in school, gender, area of residence, [Elementary/junior high school students only] attributes of school currently attending (institution type) [High school students only] attributes of school currently attending (institution type, course, curriculum), etc. (2) Life over a 24-hour period on weekdays Details of how respondent spends 24 hours on a weekday in 15-minute blocks starting at 4 a.m. (3) Daily time use Wake-up time and bedtime, amount of time spent on each activity on a weekday, and time spent on it, ways of spending time on Saturdays (4) After-school lesson, tutoring school (juku), preparatory school, extracurricular activity, etc. - Whether or not respondent takes after-school lessons and is a member of a club outside of school, type, number of times (per week), average time spent on these activities - Whether or not attending tutoring schools (juku) or a preparatory school, number of times (per week) [Junior high school and high school students only] whether or not respondent participates in extracurricular activities, number of days (per week), average time (per day) [High school students only] whether or not respondent has a part-time (arubaito) job, number of days (per week), average time (per day), etc. (5) How time is spent and the perception of time - Time spent with family/friends/boyfriend (girlfriend), the most enjoyable time of the day, things that apply to respondent, mental and physical fatigue, etc. (6) Relationship with friends and how media is consumed - Relationship with friends - Electronic devices usually used, what these electronic devices are for, use of email/chat/SNS (7) Places respondent normally visits and how a year is spent [Junior high school and high school students only] - How often respondent goes to the following kinds of places alone or just with friends (karaoke, game arcades, etc.) - Number of days spent on each activity (family trip, volunteering, etc.) (8) Grades received at school/advancing to higher education Self-evaluation of school grades [Elementary school students only] plans to take junior high school entrance exams [Elementary school and junior high school students only] level of schooling that respondent desires to reach, etc. [High school students only] Future path after high school graduation (9) Family and community - Whether Japanese society will improve/score of how respondent spend his or her time (self-evaluation)/mother’s work status - Father’s and mother’s highest level of educational attainment (whether graduated from university/junior college) - Level of urbanization of the area of residence is (abundance of nature/convenient transportation), etc. *For details of survey items, please refer to the questionnaire. |
| Date of Release | 2014/03/05 |
| Topics in CESSDA |
Click here for details Compulsory and pre-school education Higher and further education Time use |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2014-03-05 |
| Notes for Users |
Variable and value labels are written in Japanese. *The following data are not publicly available. - Q1(1) School name, (5) Where respondent lives (only regional division is provided) - Q13 |