Nakamura-Thomas Hiromi, Sano Nobuyuki, Maciver Donald
Graduate School of Health, Medicine and Welfare, School of Health, Medicine and Welfare, Saitama Prefectural University, 820 San-No-Miya, Koshigaya City, Saitama, Japan.
Department of Occupational Therapy, Faculty of Medical Sciences, Fukuoka International University of Health and Welfare, 3-6-40 Momochihama, Sawara-Ku, Fukuoka City, , Fukuoka, Japan.
Child Adolesc Psychiatry Ment Health. 2023 Jul 4;17(1):86. doi: 10.1186/s13034-023-00631-w.
School attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students' perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school.
We hypothesized that students' "perceptions of attending school" was directly influenced by their perceptions of "relationships with friends and teachers," "current circumstances," "subjective health status," and "having people to share experiences and thoughts with." We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model.
The final model demonstrated a good fit. Students' "positive perceptions of attending school" was directly and positively influenced by their "positive perceptions of relationships with friends and teachers" and directly and negatively influenced by their "perceptions of poorer subjective health status". Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students' perceptions of "relationships with friends and teachers," "current circumstances," and "having people to share experiences and thoughts with" correlated positively with each other. These three latent variables also correlated negatively with "poorer subjective health status."
The role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being.
上学出勤率是学业成功的关键决定因素。我们之前的研究已经确定了影响小学生上学观念的因素，但这些因素是否适用于年龄较大的学生仍不清楚。我们调查了先前研究中确定的因素在多大程度上适用于初中生及其上学态度。
我们假设学生的“上学观念”直接受到他们对“与朋友和老师的关系”、“当前状况”、“主观健康状况”以及“有可以分享经历和想法的人”的看法的影响。我们编制了一份包含19个条目的原创问卷，并使用结构方程模型分析了从日本6245名初中生收集的数据。
最终模型显示拟合良好。学生的“对上学的积极看法”直接受到他们“对与朋友和老师关系的积极看法”的积极影响，并直接受到他们“对较差主观健康状况的看法”的消极影响。其他潜在变量对上学观念有直接的积极影响，但影响不强。学生对“与朋友和老师的关系”、“当前状况”以及“有可以分享经历和想法的人”的看法之间呈正相关。这三个潜在变量也与“较差主观健康状况”呈负相关。
与朋友和老师的积极关系在塑造学生上学观念方面的作用，再加上较差主观健康状况的负面影响，凸显了教育工作者需要采取专门针对这些领域的方法。为学生提供支持以培养积极关系、树立对学校的积极看法，并为那些面临心理或身体健康挑战的学生提供资源至关重要。建议实施本研究中编制的基于证据的问卷，以加强对学生的支持并促进其福祉。
