| Abstract | |
| Survey Number | b074 |
| Survey Title | Monograph/ The World of Junior High School Students: The "Full Five-day Week System" and Junior High School Students - On Saturdays, I can Sleep in - 2002 |
| 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 |
In April 2002, the 5-day school week was introduced with the hope of giving children more out-of-school leisure time. However, the reality seems to be moving in a different direction than the original idea. With the introduction of the 5-day school week, there is little room for relaxation during schooltime. All 5 weekdays are so busy that the use of children’s time on holiday Saturdays has become problematic. There are plans underway to encourage children to participate in hands-on activities with their parents and in the local community on Saturdays, but many children use the day to relax. Additionally, many private schools are holding classes on Saturdays to distinguish themselves from public schools. Given this trend, some public schools are also trying to offer Saturday classes. An increasing number of children are also attending Saturday classes at cram schools. Furthermore, parents’ financial freedom is a determinant of how children spend their Saturdays. Under these circumstances, it is necessary to fundamentally reexamine how Saturdays should be used. For this reason, this survey asked affected junior high school students to share their feelings about the situation and evaluate the fulltime 5-day school week. |
| Data Type | quantitative research: micro data |
| Universe | First- to third-year students from 6 junior high school students in Tokyo, Chiba, and Saitama |
| Unit of Observation | Individual |
| Sample Size | A sample of 1,721 （886 boys，835 girls） |
| Date of Collection |
2002-11-01 ~ 2002-11-01 2002/11/01 |
| Time Period |
2002 ~ 2002 |
| Spatial Unit | tokyo Tokyo/Chiba/Saitama Prefecture |
| Sampling Procedure | |
| Mode of Data Collection | Questionnaire survey through schools |
| Investigator | Benesse Corporation |
| DOI | 10.34500/SSJDA.b074 |
| 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) How respondents spent last Friday, Saturday, and Sunday Respondent’s bedtime last weekend, respondent’s wake-up time last weekend, respondent’s use of their time last Friday after school, whether the respondent enjoyed what they did last Friday after school, whether the respondent enjoyed what they did last Saturday, respondent’s use of their time last Saturday (2) Matters related to the 5-day school week Respondent’s views on Saturdays off, changes in the respondent’s use of their time due to the introduction of Saturdays off, changes in the respondent’s school life due to the 5-day school week, respondent’s feelings about having Saturdays and Sundays off, whether the respondent feels it would be better to attend school on Saturdays, reasons for thinking that Saturdays are now completely off (3)Matters related to School Necessary classes and school events, respondent’s level of understanding of the content of their classes, respondent’s degree of enjoyment of school (4) Matters related to Family Whether the respondent’s parents are at home on Saturdays, whether the respondent takes overnight trips with family members on Saturdays and Sundays, changes in the respondent’s home life due to the introduction of Saturday holidays, types of warnings the respondent receives at home, respondent’s parents’ (dis)agreement with the fulltime 5-day school week (5)Matters related to the respondent Number of friends the respondent has (at school, outside of school), respondent’s questions regarding daily life, whether the respondent wants to know the answers to questions in the course of daily life, whether the respondent is accustomed to conducting independent research, respondent’s use of facilities outside of school, respondent’s daily activities (use of time, use of the Internet, etc.), respondent’s daily life time management (school hours, amount of time spent engaged in extracurricular activities, amount of time spent at cram school, amount of time spent on hobbies, amount of time spent with friends and family, amount of time spent alone) (6)Demographic items, etc. Whether the respondent has their own cell phone or PHS device, whether the respondent has used dating sites, number of siblings the respondent has，whether the respondent has participated club activities，respondent’s academic performance (grades), respondent’s career aspirations，whether the respondent has career aspirations or dreams they want to realize in the future，grade, gender |
| Date of Release | 2007/10/25 |
| Topics in CESSDA |
Click here for details Compulsory and pre-school education Educational policy SOCIAL STRATIFICATION AND GROUPINGS Children SOCIETY AND CULTURE Leisure, tourism and sport Social behaviour and attitudes Time use |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2007-10-25 |
| Notes for Users | Variable and value labels are written in Japanese. |