| Abstract | |
| Survey Number | b078 |
| Survey Title | Monograph/ The World of Junior High School Students: Junior High School Students who Study and those who Do Not, 2003 |
| 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 |
Various educational reforms are being promoted against the backdrop of declining academic ability and motivation to learn, as well as polarization. As the birthrate declines, the meaning of learning for children also seems to be changing. What do "students who study" think about when they study, even in the face of such changes in the learning environment and society? Further, why do "non-students" fail to find meaning in their studies? The Benesse Center for Future Education conducted this survey to investigate junior high school students’ attitudes toward studying as well as the realities of their educational endeavors. The results of the survey can be summarized as follows: 1) Junior high school students spend less time studying than expected and are less motivated to study, and 2) students who study often have goals. Regardless of the meaning of their individual goals, if students can find meaning in studying, they will be able to devote more time to their studies. However, it is clear that many children are unable to find meaning in their studies. |
| Data Type | quantitative research: micro data |
| Universe | First- to third-year junior high school students in Metropolitan area (Tokyo, Kanagawa, Chiba, and Saitama) |
| Unit of Observation | Individual |
| Sample Size | A sample of 1,561（817 boys，744 girls） |
| Date of Collection |
2003-11 ~ 2003-12 2003/11-12 |
| Time Period |
2003 ~ 2003 |
| Spatial Unit | saitama tokyo Metropolitan area (Tokyo, Kanagawa, Chiba, and Saitama) |
| Sampling Procedure | |
| Mode of Data Collection | Self-administered questionnaire through schools |
| Investigator | Benesse Corporation |
| DOI | 10.34500/SSJDA.b078 |
| 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) School life Respondent’s participation in club activities (number of hours the respondent spends engaged in school-related activities per week, whether the respondent would study more if their participation in such activities ceased), respondent’s in-class activities, respondent’s mode of taking classes, respondent’s thoughts during class, degree to which the respondent understands the content of their classes, whether the respondent enjoys "comprehensive learning time," whether the respondent perceives an academic gap, amount of homework the respondent typically has, respondent’s degree of enjoyment of school. (2) Mode of studying at home Subjects the respondent studies at home, respondent’s mode of studying at home, duration for which the respondent studies at home, subjects the respondent likes to study, respondent’s mode of studying for regular tests, respondent’s academic strengths and weaknesses (3) Home life and household members What respondent has at home, amount of time the respondent has spent studying at home, degree to which the respondent is disciplined (lifestyle), state of the respondent's parents, respondent’s parents’ academic expectations of them (grades), respondent’s academic goals (grades), respondent’s expectations of their household members (4) Views on studying Aspects the respondent considers important to earn a good report card, skills the respondent believes are necessary for adulthood, respondent’s conception of what it means to attend "a difficult university," respondent’s image of "a child who can get a good score," respondent’s (dis)approval of learning instruction methods such as proficiency-based classes (5)Demographic items, etc. Respondent’s current physical condition, whether the respondent has a desired future occupation, whether getting good grades is important for the respondent to get the desired job, kind of job the respondent believes they can get if they work hard, simple common sense questions, respondent’s self-image, respondent’s career aspirations, respondent’s academic performance by subject (grades), respondent’s cram school attendance, amount of time the respondent spent studying at cram school, whether the respondent enjoys the elective subject，grade, gender. |
| Date of Release | 2007/12/07 |
| Topics in CESSDA |
Click here for details Compulsory and pre-school education SOCIAL STRATIFICATION AND GROUPINGS Children SOCIETY AND CULTURE |
| Topics in SSJDA | Education/Learning |
| Version | 1 ： 2007-12-07 |
| Notes for Users | Variable and value labels are written in Japanese. |