Determinants of school attendance in elementary school students in Japan: a structural equation model

Abstract

Background Managing school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students’ feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school. Methods We hypothesized that a positive perception towards attending school was influenced by relationships, perceptions of current circumstances, subjective health, and having someone to share experiences and thoughts with. For examining the hypothesized model, an original questionnaire with 14 items was developed, including perceptions towards school attendance (an item), relationships with friends and school teachers (5 items), current circumstances (4 items), subjective health (3 items), and the individuals available to share experiences and thoughts with (1 item). In total, 6860 children submitted the questionnaire (85.3% response rate) and 6841 responses were included to examine the model. Children were 10 or 11 years old, and selected from 111 state-run schools in 8 randomly selected school districts. Results The final model demonstrated good fit and showed that the latent variable of relationships with friends and school teachers directly impacted on how children felt about attending school. The latent variable of subjective health also directly impacted on how children felt about attending school but not strongly. Other latent variables were not significant. Conclusions The importance of positive relationships with friends and teachers in overcoming school nonattendance has been emphasized in previous studies. This study has provided evidence that these relationships impacted children’s positive perception about attending school in a large sample of students aged 10–11 years. The latent variable of subjective health may require more items to capture mental health.

Factors influencing junior high school students’ perceptions of attending school in Japan

“…Overall, junior high school students, being older, were expected to understand and respond to a larger number of items with more abstract and complex concepts included than the younger students in a previous study [ 18 ]. However, given their experience working in and around schools, the development team strongly believed that a shorter tool was desirable; therefore, brevity and a short list of items remained the target.…”

“…To examine the model, an original questionnaire, as an extension version, was developed through collaboration between members of the Saitama Educational Board and faculty members of Saitama Prefectural University with a specialty in education. Similar to the previous study [ 18 ], several meetings, including face-to-face discussions, videoconferences and email discussions, were held between the members of the development team to refine the items and wording of the questionnaire for the current study.…”

“…Our hypothetical model had four variables that influenced perceptions toward attending school. Question items were added to other variables based on the previous model for elementary school students [ 18 ]. The variables were (1) positive relationships with friends and school teachers, (2) positive perceptions of current circumstances, (3) poorer subjective health status, and (4) the people the students shared their experiences and thoughts with.…”

“…This strategy is based on concepts and teaching guidelines shared between elementary and junior high schools [ 17 ]. Building on a model developed for elementary school students, the board is working to identify a model for junior high school students that also emphasized the importance of positive relationships with friends and school teachers [ 18 ]. The model for elementary school students showed that students’ “positive perceptions of attending school” was directly influenced by their “positive perceptions of relationships with friends and school teachers.” Their “positive perceptions of attending school” was directly influenced by their positive perceptions of “current circumstance,” “subjective health status,” and “having people to share experiences and thoughts with,” but not strongly [ 18 ].…”

“…Building on a model developed for elementary school students, the board is working to identify a model for junior high school students that also emphasized the importance of positive relationships with friends and school teachers [ 18 ]. The model for elementary school students showed that students’ “positive perceptions of attending school” was directly influenced by their “positive perceptions of relationships with friends and school teachers.” Their “positive perceptions of attending school” was directly influenced by their positive perceptions of “current circumstance,” “subjective health status,” and “having people to share experiences and thoughts with,” but not strongly [ 18 ]. If the model in junior high school students also proves valid, it could be incorporated into consecutive school-based programs from elementary to junior high school levels, supporting teachers who implement evidence-based school programs.…”