Journal articles: 'Japanese students Australia Attitudes'

1

Nesdale, Drew, and Mikako Naito. "Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students." Journal of Cross-Cultural Psychology 36, no. 5 (September 2005): 537–56. http://dx.doi.org/10.1177/0022022105278541.

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Feather, N. T., and I. R. McKee. "Global Self-Esteem and Attitudes Toward the High Achiever for Australian and Japanese Students." Social Psychology Quarterly 56, no. 1 (March 1993): 65. http://dx.doi.org/10.2307/2786646.

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Kawamura, M., Y. Iwamoto, and FA Wright. "A comparison of self-reported dental health attitudes and behavior between selected Japanese and Australian students." Journal of Dental Education 61, no. 4 (April 1997): 354–60. http://dx.doi.org/10.1002/j.0022-0337.1997.61.4.tb03125.x.

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Subekti, Adaninggar Septi, Anesti Budi Ermerawati, Ignatius Tri Endarto, Lemmuela Alvita Kurniawati, Mega Wati, Andreas Winardi, Arida Susyetina, and Fransisca Endang Lestariningsih. "INTRODUCING VARIETIES OF ENGLISHES TO HIGH SCHOOL STUDENTS AT SMA KRISTEN KALAM KUDUS SURAKARTA THROUGH ENGLISH CONVERSATION CLUB." Abdimas Galuh 4, no. 2 (October 2, 2022): 948. http://dx.doi.org/10.25157/ag.v4i2.7758.

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The article reports a community service programme in the form of the English Conversation Club (ECC) for students of Kalam Kudus Senior High School, Surakarta, Central Java. It was conducted in the form of eight 40-50-minute online sessions via Google Meet from January 2022 up to May 2022. 30 students participated in the programme. The programme was mainly designed to introduce the participants to varieties of English such as Tagalog, Korean, Japanese, Australian, and Singaporean Englishes and to describe various places in Indonesia or abroad. Introducing varieties of English, more specifically, was intended to nurture positive attitudes towards varieties of English around the world and local accents with speaking English, including Indonesian accents, which in turn could motivate them to speak English confidently regardless of their accents. The participants reported generally positive attitudes towards the programme even though some participants still saw little relevance as to why they should learn varieties of English other than British and American. This slightly negative attitude may be attributed to the participants' limited previous exposure to varieties of English. The combination of limited duration, a big number of participants, and the online mode of the programme may also lessen the effectiveness and how well the materials on varieties of Englishes were delivered. Based on the limitations, it is suggested that to be more effective, future programmes were designed considering more carefully the duration of each meeting, the number of participants, as well as the participants' level of proficiency and previous background knowledge.

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Moore, Harumi. "Word-attack skills in beginners’ Japanese reading comprehension." Australian Review of Applied Linguistics 19, no. 1 (January 1, 1996): 73–88. http://dx.doi.org/10.1075/aral.19.1.05moo.

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This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.

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Macer, Darryl, Masakazu Inaba, Fumi Maekawa, Maryann Chen Ng, and Hiroko Obata. "Japanese attitudes toward xenotransplantation." Public Understanding of Science 11, no. 4 (October 2002): 347–62. http://dx.doi.org/10.1088/0963-6625/11/4/303.

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The reasons given by the Japanese public, scientists, and school and university students toward xenotransplantation were assessed by questionnaire surveys and by respondents' written comments. Between 1997 and 2000, there was an increase in the number of people who said they had heard of xenotransplant research, from 43 percent to 67 percent. In 2000, three in ten among the public said that it should be encouraged, while half said that it should not. In contrast, just less than half of the scientists said they supported the technology. The major reasons given in all groups were to save human life, versus safety and ethical concerns. More of the general public and school students considered xenotransplants to be unnatural compared with the scientists and university students. The reasons given are discussed in light of Japanese culture and the situation regarding organ transplants. Some in all groups, including young people, expressed both benefits and risks of this technology, and sophisticated arguments were used, suggesting that a number of people are able to consider moral dilemmas, such as those posed by the use of genetically engineered animals for xenotransplants. Still there remain a number of even educated persons who argue on only one side of the debate over the use of xenotransplants.

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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.

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Kojima, Nanae. "Effects of Japanese identity on Japanese students’ attitudes of studying abroad." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2AM—1–021–2AM—1–021. http://dx.doi.org/10.4992/pacjpa.78.0_2am-1-021.

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Kojima, Nanae. "Effects of non-Japanese identity on Japanese students’ attitudes of studying abroad." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 3EV—024–3EV—024. http://dx.doi.org/10.4992/pacjpa.79.0_3ev-024.

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Yoshie, Mio, Miho Asai, and Daiki Kato. "Eating attitudes and anxiety in Japanese female university students." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 97–98. http://dx.doi.org/10.2224/sbp.2014.42.1.97.

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Mori, Yoshiko, and Hideko Shimizu. "Japanese Language Students' Attitudes TowardKanjiand Their Perceptions onKanjiLearning Strategies." Foreign Language Annals 40, no. 3 (October 2007): 472–90. http://dx.doi.org/10.1111/j.1944-9720.2007.tb02871.x.

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Horner-Johnson, W., C. Keys, D. Henry, K. Yamaki, F. Oi, K. Watanabe, H. Shimada, and I. Fugjimura. "Attitudes of Japanese students toward people with intellectual disability." Journal of Intellectual Disability Research 46, no. 5 (May 28, 2002): 365–78. http://dx.doi.org/10.1046/j.1365-2788.2002.00406.x.

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Yamanaka, Akira. "Japanese Undergraduates’ Attitudes Toward Students Survivors of Parental Suicide." OMEGA - Journal of Death and Dying 71, no. 1 (March 10, 2015): 82–91. http://dx.doi.org/10.1177/0030222814568290.

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This study investigated Japanese undergraduates’ attitudes toward a fellow student whose parent has died by suicide. One hundred thirty-four participants responded to four versions of a brief fictional case describing a male undergraduate whose father had died. These presented fictional cases described the cause of the death as being suicide, cancer, AIDS, or murder. Results indicated that participants had more negative attitudes toward the suicide survivor student than the nonstigmatized death (cancer) survivor. Further, results indicated that participants viewed suicide survivors as more to blame for the death and had a more negative image of them than of the other stigmatized death (AIDS and murder) survivors.

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Honda, Akio, Juthatip Wiwattanapantuwong, and Tsuneyuki Abe. "Japanese university students' attitudes toward the Fukushima nuclear disaster." Journal of Environmental Psychology 40 (December 2014): 147–56. http://dx.doi.org/10.1016/j.jenvp.2014.06.003.

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15

Cahill, Desmond. "Book Review: Escape from Affluence: Japanese Students in Australia." Asian and Pacific Migration Journal 7, no. 4 (December 1998): 531–33. http://dx.doi.org/10.1177/011719689800700408.

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Bankart, Brenda. "Japanese Perceptions of Motherhood." Psychology of Women Quarterly 13, no. 1 (March 1989): 59–76. http://dx.doi.org/10.1111/j.1471-6402.1989.tb00985.x.

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Differences in Japanese attitudes toward motherhood were investigated using Hare-Mustin and Broderick's (1979) Motherhood Inventory (MI), administered to 157 male and 85 female university students and 72 mothers. Factor analyses revealed distinctive profiles for each group. Male students believed that motherhood was appropriate and natural for women and were content to let women operate independently within this role. Mothers emphasized that women's greatest fulfillment was associated with mothering. Female university students recognized the importance of and the hard work involved in mothering, but were less likely to perceive it as the primary source of women's fulfillment. Comparisons of group means on MI items revealed that university women held the least conventional views. Further research is needed to determine whether their attitudes about female gender roles reflect a general trend within this cohort of women or transitory responses related to stage in the life cycle.

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Worsley, Anthony, and Grace Skrzypiec. "Environmental attitudes of senior secondary school students in South Australia." Global Environmental Change 8, no. 3 (October 1998): 209–25. http://dx.doi.org/10.1016/s0959-3780(98)00016-8.

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18

Saito, Arifumi. "Factors Influencing EFL Learners’ Attitudes toward English Varieties." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 277–89. http://dx.doi.org/10.36892/ijlls.v3i2.623.

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This study explores how intercultural communication and the knowledge of ‘English as an International Language’ (EIL) affect EFL learners’ perception and attitudes toward “non-native” English varieties. Since EIL encourages non-native English speakers to use their own English with expressions reflecting their cultures and identities, introducing EIL in EFL classes is expected to lead EFL learners to positively change their mindset for English varieties and enhance their confidence in their own English. In this research, Japanese and Chinese/Vietnamese college students were divided into two groups and assigned different readings (EIL vs. non-EIL readings) before the discussion on English varieties. After the intercultural communication, participants were asked to write about their ideas on EIL, and their reflective writings were qualitatively analyzed to examine how the knowledge of EIL would influence the students’ attitudes toward English varieties. As a result, the Japanese students who did the EIL readings showed a positive attitude toward “non-native” English varieties, including ‘Japanese English’. In contrast, the Chinese and Vietnamese students showed a negative attitude toward them across the board even after learning about EIL. We aim to investigate the reasons and backgrounds of the results including what makes the difference between the Japanese and the Chinese/Vietnamese students.

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19

Yamazaki, Mizuki. "Factors influencing Asian students' attitudes toward Japan and the Japanese." Japanese journal of psychology 64, no. 3 (1993): 215–23. http://dx.doi.org/10.4992/jjpsy.64.215.

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20

Omi, Wataru, Takumi Taniguchi, Tomonori Kaburaki, Masaki Okajima, Masayuki Takamura, Toru Noda, Keisuke Ohta, et al. "The attitudes of Japanese high school students toward cardiopulmonary resuscitation." Resuscitation 78, no. 3 (September 2008): 340–45. http://dx.doi.org/10.1016/j.resuscitation.2008.03.233.

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21

Sasayama, Shoko. "Japanese college students' attitudes towards Japan English and American English." Journal of Multilingual and Multicultural Development 34, no. 3 (May 2013): 264–78. http://dx.doi.org/10.1080/01434632.2013.767341.

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22

Simmons, Carolyn H., Alexander Vom Kolke, and Hideko Shimizu. "Attitudes toward Romantic Love Among American, German, and Japanese Students." Journal of Social Psychology 126, no. 3 (June 1986): 327–36. http://dx.doi.org/10.1080/00224545.1986.9713593.

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23

Mikami, Akihiro. "Students' Attitudes Toward Extensive Reading in the Japanese EFL Context." TESOL Journal 8, no. 2 (August 20, 2016): 471–88. http://dx.doi.org/10.1002/tesj.283.

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24

Nur Patria, Aditya. "Attitudes of Non-native Speakers of English Studying in Australia towards World Englishes." Arab World English Journal 12, no. 2 (June 15, 2021): 294–305. http://dx.doi.org/10.24093/awej/vol12no2.20.

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The present study explores attitudes of non-native speakers of English studying in a reputable university in Melbourne, Australia, towards world Englishes. In particular, the study investigates different attitudes between students enrolled in a university subject, which indirectly promotes the students’ acceptance towards them and those who have not taken the subject towards world Englishes. The present study uses the direct approach, which allows informants to give an account of their attitudes (McKenzie, 2010). By adopting a questionnaire designed by Yoshikawa (2005), the present study seeks to answer two research questions: (1) Do non-native English students taking the subject have different attitudes from non-native English students who have not taken the subject towards world Englishes? (2) Do the students enrolled in Linguistic-Related majors have different attitudes from the students enrolled in Non-Linguistic-Related majors towards world Englishes? The findings of the study will contribute to the literature on world Englishes and the identification of a possible way to promote the acceptance of world Englishes. The results show that informants who are taking/have taken the subject tend to have more positive attitudes towards non-Inner Circle varieties than those who have not taken the subject. Similar results are also shown among informants grouped based on their majors in which Linguistics-Related ones are more acceptant. However, there is no significant difference regarding their attitudes toward Inner Circle English.

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Sidiropoulos, Liz, Irene Wex, and Jonathan Sibley. "Supporting the Sustainability Journey of Tertiary International Students in Australia." Australian Journal of Environmental Education 29, no. 1 (July 2013): 52–79. http://dx.doi.org/10.1017/aee.2013.15.

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AbstractThis article reports the findings of a pilot Education for Sustainability (EfS) program implemented in 2011 for international students in a multi-campus distributed learning environment at an Australian university. It outlines the context of the pilot EfS program and reports survey findings of the environmental attitudes and sustainability worldviews of international students. The pilot EfS program entailed in-class presentations to students in a variety of Business and IT programs at diploma, undergraduate and postgraduate levels. Students were introduced to sustainability concepts and the role of graduate skills in their future professional practice. Students were also encouraged to adopt personal sustainability behaviours and assisted to connect their individual courses/programs to sustainability outcomes. Surveys consisting of open-ended questions and the Revised NEP (New Environmental Paradigm) questionnaire were conducted in a range of settings in order to develop an understanding of the sustainability attitudes and knowledge of international students. These were conducted in participating and non-participating EfS classes and also in classes with and without sustainability topics in the curriculum. The findings report the impact of these sustainability interventions on students’ environmental views and attitudes. Finally, these findings are contextualised in suggested routes for scaffolding the learning journey of international students towards sustainability.

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Chinen, Kiyomi, and G. Richard Tucker. "Heritage Language Development: Understanding the Roles of Ethnic Identity and Saturday School Participation." Heritage Language Journal 3, no. 1 (September 30, 2005): 27–59. http://dx.doi.org/10.46538/hlj.3.1.2.

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This paper reports on a study of 31 Japanese-American adolescents enrolled in a Saturday Japanese heritage school (JHL) in Los Angeles. The study examined the relationship of the participants’ sense of ethnic identity, attitudes toward the JHL school and self assessed proficiency in Japanese. The major finding of the study, consistent with previous research, was that the variables examined were significantly related. The results also revealed that the older students had a stronger sense of identity as Japanese than the younger students. Moreover, in six months, positive gains were observed in Japanese ethnic identity as Japanese, attitudes toward their JHL school, and self-assessed Japanese proficiency.

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Affeldt, Stefanie, and Wulf D. Hund. "Conflicts in racism: Broome and White Australia." Race & Class 61, no. 2 (September 4, 2019): 43–61. http://dx.doi.org/10.1177/0306396819871412.

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This study examines the character of racism as a social relation. As such, racism is continuously produced and modified, not only culturally and ideologically but also in social interaction. Understanding racism and its repercussions demands close investigation of all the processes involved. An instructive example is an incident that unfolded in the early 1910s in Broome, Western Australia. The exemption from immigration restriction of a Japanese doctor raised tempers at a time when the nationwide aspiration for a racially homogeneous society determined political and social attitudes, and ‘whiteness’ was a crucial element of Australianness. The possibility of admitting a Japanese professional to a town that was already suspected of race chaos fuelled debates about the question of ‘coloured labour’ and the ‘yellow peril’, while challenging the unambiguousness of class and race boundaries. The influence and wealth of some Japanese, the indispensable position of their compatriots in the pearling industry, and the skills and reputation of their doctor, supplemented with the distinct racial pride of the whole Japanese community, proved to massively impede and disrupt the unrestricted implementation of white supremacy.

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Yamauchi, Hirotsugu, and Yan Li. "Achievement-Related Motives and Work-Related Attitudes of Japanese and Chinese Students." Psychological Reports 73, no. 3_part_1 (December 1993): 755–67. http://dx.doi.org/10.1177/00332941930733pt106.

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This study was designed to provide data for comparisons of achievement-related motives and work-related attitudes for Japanese and Chinese students. First, the mean scores on achievement-related motives and work-related attitudes of Japanese students (124 men and 174 women) were compared with those of Chinese students (222 men and 130 women). Chinese students displayed stronger motives and attitudes toward successful achievement. Second, the factorial structures of achievement-related motives for each sample were compared. There were some similarities between samples except one factor based on the motive to avoid failure showed an opposite feature. Third, the relationship between achievement-related motives and work-related attitudes was examined for each sample. A canonical correlation analysis provided two variates, instrumental activity arises from achievement motivation in a work-related situation and hope of success in their competitive lives includes economic success.

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Miura, A., J. W. S. Bradshaw, and H. Tanida. "Childhood Experiences and Attitudes Towards Animal Issues: A Comparison of Young Adults in Japan and the UK." Animal Welfare 11, no. 4 (November 2002): 437–48. http://dx.doi.org/10.1017/s096272860002515x.

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AbstractChildhood experiences of animals and current attitudes towards animals were assessed using a questionnaire, which was completed by 227 Japanese students and 174 British students. Pet ownership in childhood, as well as contact with other animals and negative experiences of pets, were used as the independent variables; current attitudes towards pets and other animals were the dependent variables. There were some differences between Japan and the UK: in childhood, the British students had had significantly more pets and more animal-related experiences, such as visiting animal shelters and livestock farms, than had the Japanese students. Their current attitudes were also more positive, and they showed a greater interest in animal welfare issues than did the Japanese students. In both countries there was a positive association between childhood pet-keeping and current favourable attitudes to pets, as measured by the Pet Attitude Scale. Open-ended responses also suggested that the roles of pets for children are perceived in similar ways in Japan and the UK. Adult attitudes to pets and interest in animal welfare seem to be greatly influenced in both countries by childhood experiences of animals, including pets, and may therefore be a general phenomenon.

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Kobayashi, Emiko, and David Farrington. "Why Do Japanese Bully More than Americans? Influence of External Locus of Control and Student Attitudes Toward Bullying." Educational Sciences: Theory & Practice 20, no. 1 (January 28, 2020): 5–19. http://dx.doi.org/10.12738/jestp.2020.1.002.

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It is widely accepted that Japanese, compared to Americans, commit fewer criminal and other forms of deviant acts. However, there is evidence that Japanese students have an unusually high prevalence of bullying. In the current study, we develop a rationale for predicting that Japanese students, relative to Americans, should be oriented more strongly toward an external locus of control and have more favorable attitudes toward bullying, which, in turn, might explain why student bullying is more prevalent in Japan than in the U.S. Analyses of comparable survey data from college students in Japan (N = 584) and the U.S. (N = 623) provide generally supportive evidence for our predictions. In agreement with expectations, Japanese students committed more bullying acts during their high school days than Americans. Further, Japanese students were oriented more strongly toward an external locus of control and had more favorable attitudes toward bullying. After controlling for both an external locus of control and student attitudes toward bullying, the initially significant difference between the two samples in student bullying disappeared. We discuss the utility of comparative research to increase our understanding of cross-national differences in student bullying. We suggest that longitudinal comparative data on an external locus of control and student attitudes toward bullying, both of which reflect individual cognitive orientations, are an important resource for further development of school intervention programs around the world.

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LIAO, Chih-I. "Language Used by Chinese Malaysian Students Studying at an Australian University." Issues in Language Studies 9, no. 1 (June 29, 2020): 69–85. http://dx.doi.org/10.33736/ils.2350.2020.

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In Australia, more than 33% of total international students are Mandarin speakers. Mandarin has become a common language in the international student community in Australia. Speaking Mandarin is important while studying in an English-speaking country. This article explores Chinese Malaysian students’ language proficiency and their language attitudes. Five participants were selected from an Australian university, they were interviewed based on sociolinguistic case study research. The language proficiency of five participants was classified at five levels and the participants were required to self-rate in all their languages in the questionnaire. The findings show that three of the five participants preferred speaking English in Australia while the other two felt more confident of speaking Mandarin. All participants claimed that living in Australia, English and Mandarin are equally important. In contrast, the five participants’ Bahasa Melayu proficiencies had largely decreased because of less practice and negative attitudes.

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Masuda, Akihiko, Steven C. Hayes, Michael P. Twohig, Jason Lillis, Lindsay B. Fletcher, and Andrew T. Gloster. "Comparing Japanese International College Students' and U.S. College Students' Mental-Health-Related Stigmatizing Attitudes." Journal of Multicultural Counseling and Development 37, no. 3 (July 2009): 178–89. http://dx.doi.org/10.1002/j.2161-1912.2009.tb00101.x.

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McDowell, Andrew J., and Malcolm J. Bond. "Body Attitudes and Eating Behaviours of Female Malay Students Studying in Australia." South Pacific Journal of Psychology 14 (2003): 16–29. http://dx.doi.org/10.1017/s0257543400000225.

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AbstractThe extent to which 113 adolescent Malay women studying in Australia expressed the desire to lose weight was examined, as was the degree to which this desire reflected a genuine need to lose weight. Comparisons between participants who expressed the desire to either lose weight, stay at their current weight, or gain weight were made using both attitudinal and behavioural components of body image. An in-depth analysis of those who wished to lose weight was also undertaken. There was evidence that negative body attitudes were in excess of what actual body weight might dictate. However, these negative attitudes were not found to be consistently predictive of dysfunctional eating behaviours. Results were interpreted with reference to the potential influence of Westernisation in countries in the South Pacific region, and in particular how attitudes and behaviours are influenced by this process.

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Randel, Bruce, Harold W. Stevenson, and Evelin Witruk. "Attitudes, beliefs, and mathematics achievement of German and Japanese high school students." International Journal of Behavioral Development 24, no. 2 (June 2000): 190–98. http://dx.doi.org/10.1080/016502500383313.

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A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.

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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.

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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.

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Yamawaki, Niwako. "The Effects of Self-Construal and Masculinity vs. Femininity: A Comparison of American and Japanese Attitudes Toward Mental Health Services." Journal of Mental Health Counseling 32, no. 2 (April 1, 2010): 154–67. http://dx.doi.org/10.17744/mehc.32.2.3h63l3820147l518.

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This study investigated how interdependent/independent self-construals (SC) and masculinity or femininity moderated Japanese and American college students'attitudes toward mental health services. Data were analyzed from a survey that asked 316 American students (122 men and 194 women) and 362 Japanese students (147 men and 215 women) about their attitudes toward seeking professional help, their sense of self in relation to others, and their level of masculinity or femininity. Japanese and male participants tended to hold more negative help-seeking attitudes than did American and female participants. In both countries individuals with independent SC held positive attitudes. However, the roles of interdependent SC and masculinity/femininity were different for Japanese and American participants. While previous studies indicated that SC and gender have predictive roles, mental health counselors should be aware that other factors, such as indigenous beliefs about mental illness, may explain the national difference in help-seeking attitudes. Implications for mental health professionals are addressed.

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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson, and Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students." Australian & New Zealand Journal of Psychiatry 33, no. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.

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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.

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Ge, Shigang, Chin Hai Leng, and Siti Mastura Baharudin. "The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language." International Journal of Chinese Education 11, no. 2 (May 2022): 2212585X2210999. http://dx.doi.org/10.1177/2212585x221099964.

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Nowadays many schools take the Japanese language as the second language, although there are similarities in the writing of the Japanese and Chinese language, the student’s learning outcomes are a challenge for the teacher. This study is to explore the effect of multimedia principles (multimedia, temporal contiguity) in slides on students’ attitude and retention towards Japanese vocabulary among 10-grade students in Chinese rural areas. Using quasi-experimental research to form an experiment group and control group for 10 weeks. 90 participants have randomly selected sampling from Wucuan town, Zunyi city, Guizhou province. 5 Likert-scale questionnaire was used to collect the students’ attitudes and binary tests for the students’ retention. All the data were sorted out and input into the SPSS 26 version for description and inferential analysis. The results showed the students’ attitude and retention in EG are significantly different than the CG. Reveal the multimedia and temporal contiguity principles are a benefit to the students. Multimedia and contiguity principles used in the slides can change attitudes toward learning Japanese vocabulary and improve students’ retention.

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Fewell, Norman. "An Investigation of Attitudes and Motivation of College Efl Students in a Japanese University." Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 27–46. http://dx.doi.org/10.5750/bjll.v2i0.13.

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The issue of student attitudes and motivation is considered a topic of substantial importance by scholars; particularly those involved in research concerning L2 acquisition. The study of attitudes and motivation has been a topic originating from psychology and more recently educational psychology. Its application in L2 learning is most significantly accredited to the early works of Gardener and Lambert (1959), but it has always been a topic of interest for L2 educators. Attitudes and motivation have been extremely influential factors that can have either positive or even negative effects for L2 learners. A great deal of research has attempted to identify influential sources but there has not been any one key factor that has cultivated motivation or attitudes but rather numerous external and internal variables. There is no identifiable universal formula to explain the effects of these variables but rather varying combinations of sources influencing attitudes and motivation to different degrees, depending on the surroundings and the group or individual in question. This topic is extremely complex and many unidentifiable or inconclusive findings continue to persist in current research. The causes of attitudes and motivation, the significance, and the influence exerted in the L2 learning environment shall be examined. In this paper, I shall identify and discuss a selection of research that has produced relevant findings, investigate a small sample of my own L2 learners, and attempt to relate current literature in providing an explanation of the findings. It should also be noted that the definitions of attitudes and motivation are nearly indistinguishable and much earlier research had identified both factors as identical in some cases as noted by Ellis (1985). It is hoped that this paper shall provide valuable information and insight that will assist and encourage educators of the importance of student attitudes and motivation and the underlying aspects that accompany it when applied to a L2 setting.

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Yoshie, Mio, Daiki Kato, Miyuki Sadamatsu, and Kyoko Watanabe. "The eating attitudes, body image, and depression of Japanese female university students." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 943–50. http://dx.doi.org/10.2224/sbp.5961.

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We examined the interrelationship of eating attitudes, body-checking behavior cognition, and depression among Japanese female university students. The 197 student participants were divided, according to their Eating Attitudes Test (EAT-26) scores, into 3 groups: high (EAT-H), medium (EAT-M), and low (EAT-L). Body-checking behavior and depression scores were compared among the 3 groups, using a 1-way analysis of variance. Results showed that the EAT-L group had the lowest scores for objective verification, body control, and depression. Further, the obsessive thoughts body image score increased as scores on the EAT-26 did, indicating that inappropriate eating attitudes have a strong impact on obsessive thoughts. In addition, the EAT-M group had a higher reassurance–confidence score than that of the EAT-L group, and the EAT-H group had the highest scores for objective verification, obsessive thoughts, body control, and depression. Implications of the findings are discussed and directions for future research proposed.

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Trushina, Irina A., Yulia V. Chestyunina, Ekaterina V. Zabelina, and Alexandra Yu Telitsyna. "ADAPTATION OF J.NUTTIN’S METHODOLOGY “SCALE OF ATTITUDES TOWARDS TIME” FOR DETERMINING ATTITUDES TOWARDS TIMEAMONG JAPANESE STUDENTS." Bulletin of the Moscow State Regional University (Psychology), no. 1 (2021): 107–16. http://dx.doi.org/10.18384/2310-7235-2021-1-107-116.

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Kobayashi, Yoko. "The Role of Gender in Foreign Language Learning Attitudes: Japanese female students' attitudes towards English learning." Gender and Education 14, no. 2 (June 2002): 181–97. http://dx.doi.org/10.1080/09540250220133021.

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Ata, Abe W. "Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia." Journal of International Students 5, no. 4 (October 1, 2015): 488–500. http://dx.doi.org/10.32674/jis.v5i4.410.

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The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards the four components of the IELTS test i.e. listening, reading, writing, and speaking. It was hypothesized that having positive or negative attitudes toward a certain language can exert considerable effect on the learners’ performance on a language test. The effect of variables such as testing environment, test rubric, and broader demographic factors on attitudes of the three national groups were investigated. Significant differences were found on students’ misconceptions of language learning, motivation and the degree to which it may have hindered their progress in attaining language skills.

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Steed, William, and Manuel Delicado Cantero. "First things first: exploring Spanish students' attitudes towards learning pronunciation in Australia." Language Learning Journal 46, no. 2 (October 14, 2014): 103–13. http://dx.doi.org/10.1080/09571736.2014.963644.

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Kobayashi, Emiko, and David P. Farrington. "Influence of Peer Reactions and Student Attitudes on Student Deviance: Differences Between Japan and the United States." International Journal of Offender Therapy and Comparative Criminology 63, no. 10 (February 21, 2019): 1876–95. http://dx.doi.org/10.1177/0306624x19832168.

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The current study examines the cross-cultural applicability of Akers’ social learning theory in explaining why Japanese commit fewer deviant acts than Americans. It is predicted that deviance would be less common in Japan because Japanese have less favorable attitudes toward deviance, which in turn are attributable to less favorable peer reactions to deviance. Analyses of comparable survey data from college students in Japan ( N = 583) and the United States ( N = 615) provide mixed support for our arguments. As expected, Japanese students had less favorable attitudes toward deviance because they had peers who reacted less favorably to deviance. Contrary to expectation, however, even after controlling for student attitudes toward deviance and peer reactions to deviance, the initially large difference between the two samples in student deviance remained significant. This was at least partly because, in Japan, compared with the United States, peer reactions and student attitudes had significantly less influence on student deviance.

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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (March 25, 2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.

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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.

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Tomioka, Michiyo, and Jay Maddock. "Predictors of Smoking and Alcohol Use in Japanese and Japanese-American College Students." Californian Journal of Health Promotion 5, no. 2 (June 1, 2007): 45–57. http://dx.doi.org/10.32398/cjhp.v5i2.1231.

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This study investigates and identifies the predictors of cigarette smoking and alcohol use and acculturation of Japanese and Japanese American students in Hawaii. The Transtheroetical Model (TTM) was applied to investigate smoking and alcohol behavior and attitudes. A cross-sectional self-report survey was conducted through convenience sampling and the snowball sampling technique. The total 92 participants (Japanese 69.6%; Japanese Americans 30.4%) completed either English version or Japanese version of survey. Data were analyzed using analysis of variance, chi-square, and regression to test significance. These analyses indicate that onset of smoking and drinking is associated with Japanese culture. To some extent acculturation is influential factor in both smoking and alcohol behavior. However, nationality and age have stronger associations with smoking; education is stronger factor to predict alcohol use than acculturation among Japanese and Japanese American students. Results indicate a need for cultural-specific interventions for Japanese and Japanese Americans.

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Crystal, David S., Kazuo Kato, Sheryl Olson, and Hirozumi Watanabe. "Attitudes Towards Self-change: A Comparison of Japanese and American University Students." International Journal of Behavioral Development 18, no. 4 (December 1995): 577–93. http://dx.doi.org/10.1177/016502549501800401.

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This study examined attitudes related to the possibility of changing cognitions and behaviours among samples of college students in the United States and Japan. Students were asked to identify three things about themselves that they wanted to change, the method they would use to effect these changes, how difficult they thought making such changes would be, and how much they desired to make the changes. Japanese and US students differed significantly in the frequency with which they mentioned all seven aspects of the self that were targeted for change. Students in the United States expressed a desire to improve their sociability, academic achievement and cognitive abilities, physical appearance, and sense of individuality. Students in Japan were most concerned about enhancing their relationships with others, self-control and motivation, and ability to manage practical affairs. In addition, US respondents were more likely than their Japanese counterparts to use behaviour-oriented strategies, to believe it was easy to make self-changes, and to indicate a strong desire to improve the self. The findings are discussed in the context of theories describing different cultural construals of self, and of empirical research on differences between collectivistic and individualistic cultures.

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Nomura, Tatsuya, Tomohiro Suzuki, Takayuki Kanda, and Kensuke Kato. "Measurement of negative attitudes toward robots." Interaction Studies 7, no. 3 (November 13, 2006): 437–54. http://dx.doi.org/10.1075/is.7.3.14nom.

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A great deal of research has been performed recently on robots that feature functions for communicating with humans in daily life, i.e., communication robots. We consider it important to develop methods to measure humans’ attitudes and emotions that may prevent them from interaction with communication robots, as indices to study short-term and long-term interaction between humans and communication robots. This study is aimed at exploring the influence of negative attitudes toward robots, focusing on applications of communication robots to daily-life services. First, a scale of negative attitudes toward robots consisting of three subordinate scales, “negative attitudes toward situations of interaction with robots,” “negative attitudes toward the social influence of robots,” and “negative attitudes toward emotions in interaction with robots,” was developed based on a data sample comprising of 263 Japanese university students. This scale was administered to 240 Japanese university students to confirm its validity and reliability. In this paper, we report on the results of analyses of these data samples. Moreover, we discuss some future problems including a comparison of attitudes toward robots between nations.

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Moonseong Jeong, 김정균, and 전영은. "A Comparative Study on Multicultural Attitudes of Korean and Japanese Primary Students." Journal of Education & Culture 23, no. 1 (February 2017): 373–95. http://dx.doi.org/10.24159/joec.2017.23.1.373.

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Journal articles on the topic 'Japanese students Australia Attitudes'

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