| Abstract | |
| Survey Number | 0728 |
| Survey Title | 1st Basic Survey on Learning (High School Student Edition), 1990 |
| 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 | SSJDA Data Analysis (online data analysis & metadata browsing system) is available for this data. |
| Summary |
This survey was conducted to gain information about the actual situation of learning in a broad sense, not restricted to likes and dislikes for study, learning behaviors, study methods and other superficial phenomena but including the stance regarding learning, environment, and learning in everyday life. The survey items were prepared to explore learning-related characteristics of elementary schools, junior high schools, and high schools and to make it possible to conduct the survey in the future to detect changes over time. Attention has been paid to the following points. (1) In principle, question items have been limited to those that can be asked across elementary schools, junior high schools, and high schools. (2) To ensure that changes over time are visible, each item has been considered individually so that it can be used with every survey. (3) Region selection was considered to make the survey usable as a nationwide survey. (4) Sampling was done with consideration to look at characteristics associated with advancement to higher education. |
| Data Type | quantitative research: micro data |
| Universe |
Second-year students in public academic-course high schools Attribute classification according to advancement to universities (results from March 1990) Super-academic-track schools: number of students accepted to a national university (at least 200, with at least 10 into the University of Tokyo or Kyoto University) Academic-track schools: number of students accepted to a national university (at least 100) Semi-academic-track schools: number of students accepted into a national university (at least 10) Other academic-track schools: types of academic-track schools other than those mentioned above (*The number of students accepted into a national university is less than 10) |
| Unit of Observation | Individual |
| Sample Size |
Valid responses: 2,005 people (Super-academic-track schools: 422, academic-track schools: 621, semi-academic-track schools: 562, other academic-track schools: 400) |
| Date of Collection |
1990-09 ~ 1990-10 |
| Time Period |
1990 ~ 1990 |
| Spatial Unit | tohoku tokyo chugoku shikoku kyusyu Urban areas and rural areas in four regions in Japan (23-ku (wards) of Tokyo, Tohoku, Chugoku/Shikoku, and Kyushu) |
| Sampling Procedure | |
| Mode of Data Collection | Self-administered questionnaire: Paper Self-administered questionnaire survey distributed and collected through schools |
| Investigator | Fukutake Shoten Educational Research Institute |
| DOI | 10.34500/SSJDA.0728 |
| 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) Attributes - Gender (2) Study at school - Favorite subject - Level of understanding of classes - Subjects respondent wants to study harder (3) Study at home - Time usually spent on studying at home - Main home study - Preparation period before tests - Method of studying at home - Type of study method - Home study behavior (4) Behavior during class (5) Regarding tutoring school (juku) and prep school - Whether respondent goes to a tutoring school (juku) or preparatory school - Number of days per week respondent goes there - Type of tutoring school or prep school respondent goes to (6) Other learning opportunities (home tutor, education by correspondence, learning materials for home use, summer classes, remedial lessons) (7) Learning in daily life (15 items) (8) Grades received at school - Current overall grades - Grades respondent desires to achieve - Grades respondent can achieve with effort (9) When respondent feels happy while studying (7 items) (10) Important things to get good grades - What respondent thinks is important (effort, good study methods, listening carefully in class, etc.) - Which of the above respondent thinks is most important (11) Worries about learning (14 items) (12) Significance of studying (8 items) (13) Commitment to grades (5 items) (14) Desired future path/type of university respondent wants to go to (15) Desired future occupation (12 items) (16) Usual ways of spending time outside of school - Time spent on studying - Time spent focusing on studying - Time spent on watching television - Bedtime (17) Level of mental and physical fatigue (6 items) (18) Regarding extracurricular activities (19) Whether respondent has own study room (20) Family background/relationship with family (9 items) |
| Date of Release | 2011/05/19 |
| Topics in CESSDA |
Click here for details Higher and further education |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2011-05-19 |
| Notes for Users |