2020 年 16 巻 p. 22-32
Background: More than 70% of Japanese high school students are reported to attend school with feelings of school avoidance (FSA). Appropriate support should be provided for those suffering from a serious conflict between their duty of attending school and negative feelings about it.
Objective: This study aims to investigate FSA in Japanese public high school students during the 3 years of high school and identify the predictive factors of the FSA. Also, to examine effective support methods for teachers and other supporters to help students control FSA and conduct a healthy school life.
Methods: A total of 3,985 10th grade students among public senior high schools in Nagano Prefecture in Japan agreed to participate in the study. A self-administered questionnaire survey was conducted in June 2010. Follow-up surveys were conducted in June 2011 and June 2012. The questionnaire consisted of the FSA Scale and the questions corresponding to the variables are demographic details, mental health factors, communication and social support factors, and learning and lifestyle factors. Descriptive statistics, repeated measures ANOVA and multiple comparison (Bonferroni test), t-test, and Cox regression analysis were used for analysis.
Results: Valid responses were obtained from 1,578 students. The means for all subscale scores of FSA of 10th grade students was the lowest. The Cox regression analysis revealed that the following factors showed statistically significant predictors of the FSA: anthropophobic tendency, perceptions of maladjustment in learning settings, experience of mental health problems that needed mental assistance, unsupportive parenting attitudes, having a mobile phone at a younger age, being male, low self-esteem, poorer understanding in the school learning, and experience of being bullied.
Conclusion: It is important for Yogo teachers to be knowledgeable of the anthropophobic tendency in detail and experience of mental health problems that needed mental assistance among students early in 10th grade, and make use of such information for support; to provide support that help students acquire skills to build personal relationships and adjust in groups, and foster adequate self-esteem; to provide mind care to deal with the experience of being bullied; to listen to students to identify perceptions of maladjustment and anxiety in learning settings; and to provide the parents with opportunities of learning and consultation.