| Abstract | |
| Survey Number | 0970 |
| Survey Title | 2nd Basic Survey on the Actualities of Children's Life, 2009 |
| Depositor | Benesse Educational Research and Development Institute |
| Restriction of Use |
For detailed information, please refer to 'For Data Users' at SSJDA website.
- Apply to SSJDA. SSJDA's approval 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 implemented with the objective of assessing the children’s attitudes to and actual state of children’s lives amid changes in their surrounding social circumstances and educational environments. It has been implemented on children from fourth grade in elementary school to second year in high school using nearly the same question items, and in 2004 the first-round survey (0707) was carried out. The survey was designed with consideration for the comparison of differences according to stage of children’s development and the drawing of year-to-year comparisons. The special characteristics of this survey are as follows. 1. It allows broad assessment of the children’s attitudes to and the actual state of children’s lives We have asked questions on a vast array of basic information of these children, including the nature of their daily lives, their relationships with their parents, friends, and other people around them, effort put towards and motivation for learning, as well as contact with and use of cellular telephones, game consoles, and other rapidly spreading technology. This information will help paint a picture of the nature of the daily lives of children. 2．Differences in the behavior and attitudes of children by their basic attributes can be seen. This survey polls not only the child’s school year and gender, but also their place of residence, other basic attributes, and those of their parents as well. Consequently, it can be used to extract the characteristics of children based on various basic attributes. 3．It captures differences seen across different stages of development. This survey polls children from fourth grade in elementary school to second year in high school with nearly the same questions, enabling us to clearly compare the ways in which lifestyle, relationships with other people, and learning habits, etc., change through developmental stages. 4．Longitudinal comparison is possible. The construction of this survey was done in order to facilitate the comparison of survey items between the first and second surveys; nearly identical survey items and forms were used across both surveys. |
| Data Type | quantitative research quantitative research: micro data |
| Universe | Students in fourth grade in elementary school to second year in high school |
| Unit of Observation | Individual |
| Sample Size |
Number of valid responses: 13,797 people (3,561 elementary school students, 3,917 junior high school students, 6,319 high school students) *Furthermore, “elementary school students” on the report sheet refers to fourth to sixth graders, “junior high school students” refers to first-year to third-year junior high school students (seventh to ninth graders), and “high school students” refers to first-year to second-year high school students (tenth and eleventh graders). |
| Date of Collection |
2009-08 ~ 2009-10 |
| Time Period |
2009 ~ 2009 |
| Spatial Unit | Japan Japan |
| Sampling Procedure |
Non-probability: Purposive
Non-probability sampling considering population density and population size of municipalities *In the 2004 survey, in order to avoid any bias in responses due to the size of the cities in which survey subjects lived, we set three regional categories into which municipalities were sorted by their population density and size, and then we sampled from across the country to ensure that our data points were scattered across the country. Specifically, we used the following procedure. - Three regional categories were set considering population density and size of municipalities: “metropolitan city” (inside Tokyo), “mid-sized cities” (medium-sized cities: medium population density/population size around 200,000 to 300,000 people), “rural areas” (towns and villages: low population density/population size around 10,000 to 20,000 people) - Multiple municipalities in each applicable regional category were randomly selected. - Schools were randomly selected in the above selected municipalities to conduct the survey *In this 2009 survey, we asked the same schools to participate in the survey to compare across years and examine regional differences with the results of the 2004 survey. Some schools were switched for others, but additional schools were extracted taking into account the population density and population size of the municipalities in which they were located. For high schools, the level of difficulty to get in was considered. |
| Mode of Data Collection | Self-administered questionnaire: Paper Self-administered survey using questionnaire distributed and collected through schools |
| Investigator | Benesse Corporation |
| DOI | 10.34500/SSJDA.0970 |
| 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) Daily life Wake-up time and bedtime, how meals are taken, places to go play after school, hours spent watching TV and videos (DVDs), hours spent playing video games, things respondent normally does, experiences from when respondent was small to now, extracurricular activities (participation status, number of days per week, amount of time spent per practice) (for junior high school and high school students), part-time (arubaito) job experience, number of days worked per month (for high school students) (2) Studying Number of hours spent studying at home (weekdays/weekends and holidays), learning outside of school, number of days per week respondent goes to tutoring schools (juku) (or a preparatory school), hours spent studying there each time, whether the tutoring school (juku) is an exam preparatory school or remedial school, respondent’s approach to learning, things respondent does well and poorly, reasons to study, personal evaluation of grades (by subject) (3) Relationship with parents and friends Frequency of conversations with parents (for each topic), relationship with parents, number and types of friends, relationship with friends, presence of a boyfriend/girlfriend (for junior high school and high school students) (4) Use of PC and cell phone Use of PC (frequency of use per week, reasons for using, way and manner of using PC), use of cell phone (whether respondent owns one, frequency of use, way of using cell phone) (5) About respondent Things applicable to him or herself, level of satisfaction (grades, personality, family, friends, teachers, school, community, society) (6) About the future Whether planning to take junior high school entrance exam (for elementary school students), desire to go into higher education, prediction of situations at age 40, distribution of household and parenting work after marriage, whether or not there is an occupation respondent desires, things important when choosing an occupation (for junior high school and high school students) (7) Home situation and attributes Mother’s work status, home environment, year in school, gender *For details of survey items, please refer to the questionnaire. |
| Date of Release | 2015/06/11 |
| Topics in CESSDA |
Click here for details Compulsory and pre-school education Higher and further education Children Social conditions and indicators |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2015-06-11 |
| Notes for Users |
*School names have not been made public. Variable and value labels are written in Japanese. |