Department of Global Health Promotion, Tokyo Medical and Dental University (TMDU), Tokyo 113-8510, Japan.
Japan Society for the Promotion of Science, Tokyo 102-0083, Japan.
Int J Environ Res Public Health. 2022 Sep 20;19(19):11890. doi: 10.3390/ijerph191911890.
In Japan, having hope for the future is emphasized in school. This study aimed to examine the association between hope for the future and academic performance among Japanese adolescents. Data were taken from the population-based Kochi Child Health Impact of Living Difficulty (K-CHILD) study conducted in 2016. Participants included 3477 adolescents in the eighth grade (i.e., 13-14 years old) in Kochi Prefecture. Information on hope for the future, self-rated academic performance, and time used for studying or playing was provided by the adolescents via a questionnaire. The question on resilience was answered by their caregivers. Propensity-score matching was applied for the allocation of hope for the future. Overall, 2283 adolescents (65.6%) had some form of hope for the future. Adolescents having hope for the future showed a higher self-rated academic performance (β = 0.21, 95% confidence interval (Confidence Interval (CI) = 0.10 to 0.32)), spent more time studying except in class (Odds Ratio (OR) = 1.89, 95% CI = 1.37 to 2.61), read more books (OR = 1.45, 95% CI = 1.19 to 1.75), and had a higher score of resilience (β = 1.48, 95% CI = 0.98 to 1.98), while the time to watch TV or DVDs was not different ( = 0.61). Our results highlight the importance of encouraging adolescents to have hope for the future to promote academic performance.
在日本，学校强调对未来的希望。本研究旨在探讨日本青少年对未来的希望与学业成绩之间的关系。数据来自于 2016 年进行的基于人群的高知儿童生活困难对健康影响（K-CHILD）研究。参与者包括高知县八年级（即 13-14 岁）的 3477 名青少年。青少年通过问卷提供了对未来的希望、自我评估的学业成绩以及用于学习或玩耍的时间的信息。韧性问题由他们的照顾者回答。采用倾向评分匹配来分配对未来的希望。总体而言，2283 名青少年（65.6%）对未来抱有某种形式的希望。对未来抱有希望的青少年自我评估的学业成绩更高（β=0.21，95%置信区间（置信区间（CI）=0.10 至 0.32）），除了在课堂上，他们花费更多的时间学习（比值比（OR）=1.89，95%CI=1.37 至 2.61），阅读更多的书（OR=1.45，95%CI=1.19 至 1.75），并且具有更高的韧性得分（β=1.48，95%CI=0.98 至 1.98），而看电视或 DVD 的时间没有差异（=0.61）。我们的研究结果强调了鼓励青少年对未来抱有希望以促进学业成绩的重要性。
