Академический Документы
Профессиональный Документы
Культура Документы
BY
RACHEL KELLY
Mentor
Spring 2017
Abstract
The purpose of this project was to explore how Japans deeply ingrained
culture aspects affect its education system, and to determine if the current
system meets the diverse academic and psychological needs of its students.
literature suggests that the Japanese school system does not always
interviewed, and given a survey to determine how their school life affects
them and whether or not they feel that their personal needs are being met.
The anticipated outcome is that a large percentage of students will feel that
their needs are not being met in at least one area. It is also anticipated that
a small portion of students will feel that the current educational environment
helps them excel, while another small portion will believe they are not being
supported at all.
Chapter 1: Introduction
unique culture and history. In the realm of education, Japanese students are
known for having some of the best test scores in the world (WuDunn, 1996).
Based on this, one could assume that they have an outstanding education
is a result of the beliefs that have been handed down from traditional
Japanese culture and are ingrained in everyday society and education. These
beliefs make many of Japans educational practices very different than the
own unique ways, and have diverse needs that can affect how well they
culture is the idea that group harmony is more important than ones
1990). However, taking a closer look at education in Japan reveals that the
idea of conformity creates problems within the system, such as ignoring the
individual differences of students (Schmid, 2012). In addition, psychological
on. Yet, there is not a sufficient amount of research that takes all of these
cultural aspects and analyzes how they affect students learning in terms of
the purpose of this proposed study. To help confirm this studys hypothesis,
can be read in Chapter 2, which is broken down into the following sections:
years ago. The most influential aspects that have shaped modern Japanese
philosophy are the different religions that have been practiced throughout
believed that people should be united in one spirit, and encouraged his
can still be seen in Japan today. The most prominent belief from
religion emphasizes being clean and pure. There is a belief in Shintoism that
those who are impure can contaminate those around them. This resulted in
the Shinto practice of isolating someone who was impure from the rest of
This religion originates from China, but was adapted into Japanese society
the high standing monks and priests created ties with the feudal lords and
nobility during the Feudal Era (1185- 1868 CE). To stay privileged, the priests
pushed the agenda of the nobility, teaching everyday citizens that they
should not question authority. This concept is still apparent in modern day
Japan, where many people do not question the different hierarchies that exist
During the Meiji Restoration (1868- 1912 CE), the feudal system was
dismantled and the government began to reform its education system. The
emperor signed the Imperial Rescript of Education, which set guidelines for
of Education. Peter Cave (2016) explains that the purpose of this code was to
create a society that would seem impressive to foreign countries, and make
made moral education part of the national curriculum, the purpose of which
consider Japan the most powerful and respected nation in the world, and
would not question their government. This idea of nationalism was expressed
Japanese history, and do not include the more questionable parts of the
Christianitys rapidly growing influence at the time) agreed with the Meiji
nationalistic beliefs and the idea that authority needs to be followed (Ienada,
1965).
This system stayed in place until after World War II, when the
society, the new government and education system decided to stress the
importance of group effort and the idea of society over the individual. This
changed since the 20th century, and are still a major part of the Japanese
education, all the way from preschool up until secondary education. Moral
and has been part of the foundation of education since the Meiji Era (Sakurai,
2011). Japans current Prime Minister, Shinzo Abe, and his administration say
children, and help prepare them for a globalized world (Bolton, 2015). Abe
claims that current practices in moral education are meant to help prevent
patriotism, love of school, respect for society, and established order (Schmid,
subjects and activities, and schools hold one-hour lessons once a week to
subjects, such as art (Bolton, 2015). However, some researchers believe that
2011).
behaved. Firstly, the idea of hierarchy is instilled in the students, and the
teacher acts as a moral exemplar who directs the students and provides
guidance. Within the classroom, the students are usually given different
who has done several research studies on Japanese education, explains that
these roles, and the classrooms rules and regulations help to maintain order
students to be well-behaved.
their own responsibilities. During her study, Sato (1990) observed times
classroom. She also witnessed how students plan their own activities for
events, such as Sports Day or the Cultural Festival, with barely any teacher
without a teacher present. Instead, the seniors in the club ran the activities
and directed their underclassmen. Both Sato (1990) and LeTendre (1999)
agree that Japanese teachers can assume the role of invisible authority
because the students are so self-sufficient. From her time in Japan, Baris-
Sanders (1997) believes that allowing students the freedom to make their
The moral curriculum also teaches the concept of group harmony and
how individual needs are not important. Conformity is highly valued (Schmid,
2012). Sato (1990) believes that this allows the students and teachers to
the school grounds. When doing such activities, the teachers participate as
well to help build a sense of oneness. For example, during his research
other administrators helping clean the school. Even though these people are
higher in the hierarchy, they still did the most menial tasks while cleaning,
emphasizing how everyone was working together toward the same goal.
Sato (1990) says that the sense of community is so strong that some
students will continue to stay in contact with their teachers many years after
community activities.
credit it to the whole class (LeTendre, 1999). In his thesis on moral education,
well. In 2001, the Major of Kyoto, Yorikane Matsumoto, claimed that there
was too much individuality in students and that it was affecting Japanese
traditions. In fact, the Abe administration is considering making moral
concepts. Since Abe took office, there have been new reforms and additions
individuality and stresses conformity. Moral education and its recent reforms
have received many criticisms from the West and all over the world. Critics
every student learns differently and has diverse needs. This allows educators
to modify instruction and try to help students learn to the best of their ability
practices that cater to their personal strengths and will allow them to learn
more efficiently. In fact, Sato (1990) witnessed teachers who feared that
giving special treatment to certain students might disrupt the classs sense
of unity; therefore, teachers tended to avoid this, even when they knew
become apparent during class time. Through her observations, she noticed
teachers encouraged students to express their opinions during discussions,
and that the students personalities and differences became much more
noticeable.
system, children can receive separate and individualized support for their
needs. Students that would not have been considered for extra help in the
past are now receiving special education support, which is a step in the right
special education in the Japan, explains how social stigma and the idea of
would alienate them. It wasnt until the 2007- 2008 school year that Japan
cognitive disabilities, and other disabilities. Prior to this, only students with
(Izutsu & Powell, 1961). Even if a child had an obvious condition that could
impair their education, such as Autism, they were still expected to attend
educators, but it still needs to work out its kinks. In her literature review,
Kayama (2010) describes interviews she had with parents who had children
enrolled in the new special education program. The parents revealed that the
because she had a disabled child. In addition to this, many of the parents
expressed that the special education services were unorganized. They also
One success story was a study conducted by Misa Kayama and Wendy
Haight (2012), where three students with different disabilities were observed
this study, the children slowly transitioned from their regular classrooms to
separate classrooms where they could receive individual support. All three
education programs, but were also able to retain their friendships and sense
conformity still creates many other problems in Japanese education. The idea
that those who are different are bad has made bullying a frequent issue in
comparison of bullying in the United States and Japan, and found that
violent, aggressive bullying tends to occur less in Japan than compared to
Rios-Ellis, Bellamy and Shoji (2000), bullying is very prevalent, but also
Hilton, Anngela-Cole, & Wakita, 2010) noticed that boys tended participate in
bullying more than girls, and were more likely to use violence. Hilton,
Anngela-Cole, and Wakita (2010) noted that Japanese girls are more likely to
use teasing or isolation as a form of bullying, and are more likely to engage
Bellamy & Shoji, 2000) found that bullying seems to occur the most between
the transition from elementary school to junior high school. This could be due
to the fact that children around this age experience physical, cognitive, and
psychological changes. There is also the possibility that the students want to
establish a new social hierarchy in their new school setting (Hilton, Anngela-
students school careers, but lessens toward the end of high school. Hilton,
Anngela-Cole, and Wakita (2010) believe that one likelihood for this is that
high school students are preparing for college entrance exams, and are
longer and breaks are shorter compared to other countries, such as the
which gives them less time to relax. This results in many Japanese students
frequently feeling tried, stressed, and anxious. Because students always feel
on edge and frustrated, they are likely to take their pain out on someone
else. One student in Tremls (2001) study admitted that they pick on others
Shoji (2000) explain that individuals who are different tend to be the victims
of bullying because of the cultural aspects discussed thus far. In their study,
they found that the most common form of bullying is social isolation, where a
back at Shinto roots. The analysis found that teasing, name calling, and
bullying for both males and females (Rios-Ellis, Bellamy & Shoji, 2000).
noticed that many victims of bullying will not seek help because they are
scared of being isolated further. They explain that, in Japan, bullies may
actually be the victims friends. The victim may believe that the aggressors
really are their close friends, and that they somehow deserve the unfair
treatment. Treml (2001) explains in her literature review that this is a
common belief in Japan. Instead of being seen as a victim, the person being
bullied is seen as doing something wrong. This belief is even held among
parents whose children have been bullied. For example, a common proverb
to tell children is The nail that sticks up gets hammered down (Treml,
2001).
reporting the bullying behavior. Hilton, Anngela-Cole, and Wakita (2010) also
explain that Japanese students tend not to stand up for classmates that are
being bullied. There are even times when peers of a classmate, who are
usually on good terms, will begin bullying them as well. However, there is
also the possibility that some students may not realize that their bullying
children learn from those around them. If they are part of a group of friends
that believes being different is bad, they are likely to follow that belief. In
Japanese culture, every group has its own rules, and those rules are
2010).
Children also learn from their teachers and educators. Children are
they are supposed to be taught how to get along with one another through
one teacher who admitted that the Japanese education system does not
teach students the skills they need to take care of themselves or each other.
On top of this, Rios-Ellis, Bellamy and Shoji (2000) also note that school
officials and staff tend to not go out of their way to help the victims either.
Many adults deny the existence of bullying and try to maintain the situation
behavior, and admitting that there is a bullying problem in their class could
reflect badly on them (Rios-Ellis, Bellamy and Shoji, 2000). Treml (2001) also
problem because it could hurt the reputation of the school. Other times, a
an interview with Mihashi (1987), one teacher admitted that classes run
describes an indecent that happened in 1986, when an 8th grade class held a
pretend funeral for a student who had left a suicide note on his desk. Some
students that this kind of behavior is acceptable (Treml, 2001). Other times,
teachers may not be purposely bullying a student, but their actions can still
psychologically harm a child. For example, Treml (2001) describes how some
teachers may use extreme measures to punish a student. This can be having
the student do an exercise over and over again until it is perfect, or using
major psychological problems and that this can affect a students ability to
students, although it too has flaws. Amy Borov (2008) did an extensive study
problems, such as depression or other forms of mental illness, are not really
marginalizing its students in any way that may make them seem different.
During her time in Japan, Borov (2008) noticed that even among therapists,
someone with a condition that could remove them from the mainstream,
in Japan (Borovoy, 2008). Morita, Suzuki, Suzuki, and Kamoshita (1993) held
students with some kind psychiatric disorder. However, out of all of the
students who were diagnosed, only one had received professional help.
illness has shaped the way that the Japanese education system provides
may be able to help students in some regards, but if a child has a serious
mental illness or psychological problem, they will not be able to provide the
proper support. For very serious cases, a counselor can send a student to
outside psychological services, but the process is long and complicated, and,
symptoms to a psychiatrist. Other times, she saw parents who refused to get
their child help, even when a counselor did recommend it. Despite the social
climate, LeTendre (1995) does mention in his findings that some schools
have begun adapting formal counseling positions, but most schools still rely
Of course, a student having difficulties with their mental state can seek
help outside of school. However, they may not want to get help because of
(2015) researched reasons why young Japanese people avoid getting mental
health services, and found that some participants named social stigma and
help. Other factors included participants being unsure of where to go, not
they were worried about what others thought. This shows that perhaps the
with the highest percentage was The problem went away by itself, and I did
not really need help. This sentiment may again be related to the Japanese
socialization has created the idea of safe zones in Japanese society. In her
rest to help one recollect themselves, and regulate their routine. Then,
when the person eventually feels prepared, they are supposed to rejoin
society and continue living a mainstream life (Lock, 1993). Borovoy (2008)
says that this idea has created facilities that people can retreat to when they
are having mental health problems. However, patients are expected to stay
called step classrooms. These are areas where students can go during the
day to escape; a common one is the nurses office. This allows students to
attend school, but offers them a place to calm down and relax if they are
Kamoshita (1993) note that more and more students with emotional
problems are using the nurses office as a place to escape. In her study on
themselves. She saw students form friendships with other students that
visited these areas and were struggling with similar problems. Borovoy
(2008) also notes that students may also form a supportive relationship with
the teachers in these areas and that the instructors can give students
needed advice. The problem, however, is that some students stay in these
safe zones every day. In these cases, the students are missing out on their
education, and may not receive the specific psychological support they may
school regularly or does not attend at all. She says that it has been an issue
with Japanese students for decades and the problem is especially high since
support in the school system. Borovoy (2008) explains that many of the
Japanese society or its education system. Yoneyama (2000) found this trend
and Toichi (2010) formed a study that interviewed and assessed Japanese
antisocial behavior, and other cognitive issues that can lead to aggression,
violence, and other negative behaviors. If these students had been given
proper help for these conditions, there is a possibility that they may not have
bullying, there are other aspects of Japanese education that make students
than other countries. Treml (2001) explains that they also deal with intense
social and academic pressure on a daily basis. Japan has what is known as
blue-collar career, Japanese society has ingrained its students with the idea
that success in school equals a happy future and family life (Yoneyama,
2000). Through her research, Tremls (2001) found one student that
are under.
On top of this, cram school and other extra circular activities add more
burden to the students lives. Sheryl WuDunn (1996) explains in her article
that to score high grades on these tests, many students attend cram school
outside of their regular education hours. She says that as time has gone on,
younger and younger students attending cram school. It has gotten to the
point where toddlers are attending cram school. This may seem extreme to
Western counterparts, but the best jobs are usually only available to students
who have graduated from top-notch universities, which requires high test
scores. Therefore, parents try to have their children excel at a young age
(WuDunn, 1996). WuDunn (1996) also explains that another issue with cram
school is elitism. Wealthy families are more likely get their children into
exclusive cram schools and private academies. Lower class students who
may not be able to afford this extra tutoring, which can create an unequal
gap between student achievement. Also, experts say that cram school is not
thinking and teaches them that their only worth is their test scores. To make
can turn peers into rivals that try to exploit one another, which is another
and cram school, along with also attending karate, art, and gymnastic
classes, and a special program to develop his thinking. And this student was
kindergarten age (WuDunn, 1996). Many middle school and high school
these clubs after school, and most clubs hold meetings 4 to 6 days a week
(many clubs meet on Saturday), for around 2.5 to 3.5 hours a day. In some
Such a schedule would be tiring and stressful for students of any age.
This is concerning because prolonged stress and fatigue can create anxiety
and other psychological problems. In fact, in her literature review, Treml
(2001) notes that many Japanese students report feeling fatigued and
stressed. Yoneyama (2000) reports in her analysis that many students that
mentally. Another study by Morioka et all (2014) investigated the reasons for
Japanese students unhappiness. Many of the unhappy students did not get
The most prominent reason for unhappiness, however, was poor mental
health. Additionally, according to the 2008 World Youth Survey, Japan ranked
results of both of these studies could mostly likely a direct outcome of the
factor.
Despite this, one study claimed that Japanese students are happier
than students in other countries. David Crystal and Chuansheng Chen (1994)
assumed that the intense pressure of the Japanese school system would
make Japanese students prone to stress and depression. To confirm this, they
conducted a study that compared the stress levels of Japanese, Chinese, and
reported much less stress, depression, and other psychological issues than
students in the United States and China. Crystal and Chen (1994) discuss
that the Japanese students could have been trying to keep face because of
Japanese cultural beliefs, although they do not believe this was the case
China, Korea, and America. More research needs to be done in this area to
also have positive aspects. As mentioned, many middle school and high
school students attend clubs after school. Blackwood and Friedman (2015)
sense of self-worth. They found that many students enjoyed their clubs
immensely and that their club activities made school fun and worthwhile.
The survey revealed that 13.8% of the students said that club activities were
their favorite part of school. One former student they interviewed even said
that high school was the best time of his life because he was able to devote
all of his time to the baseball club (Blackwood & Friedman, 2015). The study
by Morioka et all (2014) also found a similar trend. In their survey about
In The Classroom
Club activities are one positive outcome of Japans school schedule;
however, the education systems intense academic schedule does more than
affect the students wellbeing. It is also ingrained into the fabric of the
teachers need to incorporate material that will be tested through the exam
instruction in Japan revealed pitfalls with the exam system. Every Japanese
middle school and high school student is required to take six years of English
teach them how to communicate in English, Brown and Kikuichi (2009) found
another trend. Based on their research, they discovered that the main focus
of this class was to prepare students for their college entrance exams
majority of English language classes teach students the skills needed to pass
Canadian teacher who worked in Japan claims that the students barely even
speak during English class, and instead just listen and take notes (Gondor,
2005).
When Brown and Kikuichi (2009) interviewed students who took these
they usually forgot after some time. If there wasnt so much pressure to pass
the college entrance exams, teachers could have done more creative and
effective exercises to help teach students how to speak and understand the
language. During her study in Japan, Sato (1990) found that Japanese
teachers often complain the testing system inhibits them from teaching their
students what they truly need to learn. However, Brown and Kikuichi (2009)
explain that teachers are pressured to have their students pass the entrance
techniques in English class, the system does incorporate some practices that
can help different kinds of learners. Both Sato (1990) and Baris-Sanders
(1997) noted that many teachers use group activities to teach their students
or answer a worksheet. In these scenarios, one student can act as a tutor for
groups of mixed ability, so the more advanced students can help the
struggling students. She says that every student in each group alternates
playing the role of group leader, so negative attention does not get put on
some of which are considered more effective than others. However, these
are only three examples out of the thousands of schools and classrooms that
determine what kind of classroom activities are the most common across
Japan. Only then can a more concise conclusion be drawn about which
classroom procedures are used, and how they support student learning. The
next section of this paper obtains a proposed methodology that would help
Introduction
much different than the ones employed in the United States. In North
the education system and if the system meets the needs of students with
happens in the Japanese school system on a daily basis. The observation will
let me see daily classroom proceedings and the interviews will give me
information from actual Japanese students and teachers. The survey will
My goal is to test if my theory (that the Japanese system does not cater to
Role of Researcher
paper about it. My interest in how people learn is part of why I decided to
this area. However, at the same time, this could possibly result in personal
bias. I believe that all students have their own learning styles and needs,
Design Specifics
The study will take place in Otonokizaka High School in Tokyo, Japan. The
school, but isnt as elite as higher caliber schools. Second-year students will
be observed because first-years will still be getting used to their new school,
and third-year students will be focusing mostly on their college entrance
exams.
This setting and these subjects were chosen because it would provide a
I gained entry to this high school by requesting permission from the schools
would remain with the same class throughout the entire school day,
students. Interviews with the teachers would also held before and after the
the different classes on a daily basis. I will get a sense of regular classroom
kind of material being taught. During the observation, the classes will be
two weeks of observation. The interview will be open-ended and they will ask
the students feelings and opinions about their school, classes, and teachers.
The survey will ask specific Likert scale questions about whether or not the
students feel that their personal needs are being met. These questions are in
survey format rather than interview because the students may not feel
every student in the class (all 20) are interviewed and surveyed so their
Interviews with the 8 instructors will be held before and after the
observations. The first interviews would be introductory and will help get a
sense of the teachers experience, methods, etc. The second interview would
cover how they feel their classes went during the course of the two weeks. I
would also ask about some of the teaching methods they employed and if
interviewed because they will each have their own teaching method,
classroom material, and other things that will affect the students. The
interviews will be recorded for future reference. Notes will be taken on any
and attitude. This is critical because some students may not be willing to
sense of how the students feel about school and if they enjoy coming to
are to determine if the students have a busy schedule and if it makes them
fatigued.
Exams help students get into high school or college, and many jobs are
well on exams and get into a good school could stress or overwhelm some
I am often bullied/isolated.
help show if conformity and bullying are part of the students lives.
Rationale: Because of the values of conformity and group harmony, there are
times when even Japanese teachers will ignore the differences they see in
their students and treat the whole class as one group. However, this could
have a negative effect on students that need extra help (Sato, 1990). These
questions are meant to see if the teachers partake in group harmony or try
not always acknowledged (Borovoy, 2008). Many schools do not even have
questions are meant to show where students turn to for support when they
from the student to determine whether or not their needs are being.
While things are still fresh in my mind, I will handle the data so I do not
forget any important details. After my initial report, I will set everything aside
and leave it alone for a while. During this break time, I will visit an American
classroom and observe its daily occurrences. This will allow me to further
perhaps notice something I hadnt before. After this, I will rewatch the
Data Analysis
The Likert scale results will be analyzed to determine if the students diverse
needs are being met. The students answers and different factors will be
taken into consideration. I will also look for any trends among the factors that
setting. For example, were more students affected by a busy schedule and
themes.
The Likert scale results and the students identities will be anonymous, so
anyone else.
have the administration or teachers fully explain my purpose for being in the
class. They would also explain that I am simply observing and that the
not there. This will help prevent the students from inappropriately interacting
with me out of curiosity during class time. I would also try to keep distracting
classroom, or sneezing/coughing.
I will gain entry to the school and the classroom by asking permission from
the schools administration. The students involved in the study will be given
Timeline
May 1st- First day of observation. Introduction to students in the class. First
May 2nd- 5th- Full day, recorded observations will take place every day.
May 8th to 10th- Full day, recorded observations will take place every day.
May 11th- Last day of observations. Second interviews with the teachers will
May 12- Interviews with the students will take place during their first two
handed out and the students will answer them. This will be the final day of
After the data has been collected, the researcher will evaluate the initial
results. The researcher will come back to the data, and will rewatch the
Chapter 4: Conclusion
Based on the literature and research that was read, it seems that the
Japanese education system does not go out of its way to ensure that it is
the United States that every child learns differently and that their individual
learning styles needs to be taken into account. This includes giving
the differences between students (Schmid, 2012), and avoid giving individual
support to students (Sato, 1990). If a child needs extra help, they will mostly
likely not receive it from their teacher. This is problematic because students
may not be learning effectively or understanding the material, and could fall
behind. If a student does fall behind, they may still not receive support
because the system does not like to retain students or label them as at risk
(Sato, 1990).
English class is literally all grammar and translation on paper, it will not be
that are common in Japanese schools. Collaborative work will help students
who learn well in groups and students that could use some support from
their peers. Though, if a student does not get along with the members of
their group, they may be missing out on one of their only chances for
and school. There are so many different factors that can affect how a child
does in school. It is impossible to visit every classroom in Japan and look into
the mind of every student, but based on the literature, it can be concluded
that at least some students are not getting their academic needs fulfilled
group harmony makes bullying a very prevalent problem in Japan. The ideas
Cole, & Wakita, 2010). Frequent bullying, whether physical or verbal, can
Another issue with Japanese society is the amount of social pressure put on
literally decide the rest of their future. Many also attend cram school
when combined with the rest of the pressure they may be experiencing, it
get adequate amounts of sleep, it can affect their mental health, as well as
evidence, many Japanese students may not be receiving the proper support
Overall, it can be concluded that the Japanese school system does not
go out of its way to cater to the diverse needs of students. Despite this, I
believe the survey results will be mixed. There will most likely be some
students that are doing fine in school. However, based on what I have read,
the majority of students will fall somewhere in the middle. I also hypothesize
that there will be a small portion of students who regularly struggle in school
and will feel that they are not being supported academically or
psychologically.
The limitation of this study is that there are too many different things
one area, but not the other. It all depends on their personal strengths, the
teachers they have, the instructional techniques used, and so on. Students
that could hinder their school performance. There are also other factors that
affect the students outside of school, such as a student who is normally well
even realize their needs arent being met because they lack the proper
knowledge. Others may try to keep face and say socially acceptable answers.
not students needs are being met. Other research studies should be
performed in the same area to confirm this studys findings, and to discover
other factors that affect students. For example, a study in a low-income area
and a study at an elite private school can help give a broader answer as to
whether or not students needs are being met. Once this study is complete, it
techniques and procedures that may be more effective for different learners.
Appendix A
Dear Principal Minami,
influences the way Japans education system teaches its students. The
Japan are meeting the diverse academic and psychological needs of its
students.
I have provided a copy of the research proposal and the necessary papers to
complete the research, such as informed consent forms for the students. I
Upon completion of the study, I will provide your school with a bound copy of
the full research report. If you require any further information, please do not
Sincerely,
46
Rachel Kelly
Appendix B
and that I or my child may choose to withdraw from the study at any time. In
this scenario, I or my child will not be penalized in any way, and that the
are meeting the diverse academic and psychological needs of high school
minutes and will be recorded. The survey will consist of 25 questions and will
the study about your child or yourself will remain confidential, and will not be
The only threat posed in this study are those that typically occur in a
classroom or school setting. There is no guarantee that your child will receive
any kind of benefit from this study. If you have any questions, please contact
Date: ____________________________________
48
Appendix C
Student Survey
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
I usually want to come to
1 2 3 4 5
school.
I enjoy my classes and find
1 2 3 4 5
them interesting.
I usually understand the
1 2 3 4 5
material we are taught in class.
I frequently partake in
1 2 3 4 5
extracurricular activities.
I am often bullied/isolated. 1 2 3 4 5
I partake in bullying or isolating
1 2 3 4 5
others.
Teachers take my strengths and
1 2 3 4 5
weaknesses into consideration.
Teachers treat me as an
1 2 3 4 5
individual.
Teachers go out of their way to
help me understand the 1 2 3 4 5
material.
My friends help/console me
1 2 3 4 5
when I am stressed/upset.
My teachers help/console me
1 2 3 4 5
when I am stressed/upset.
Counselors help/console me
1 2 3 4 5
when I am stressed/upset.
I feel that my personal
educational and academic
1 2 3 4 5
needs (understanding the
material, etc.) are being met.
I feel that my personal
psychological needs (feeling
1 2 3 4 5
supported for stress,
depression, etc.) are being met.
References
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