The purpose of this study is to investigate the relationship between junior high school students' studying experiences and their recognition of senior citizens' roles. The results were as follows: Junior high school students' recognition of senior citizens' roles was analyzed using factor analysis. Four factors were extracted including "life perspective role," "life and family succession role," "emotional help role," and "discipline and socialization role." A significant difference was found between students who studied senior citizens' roles and those who did not. Students who studied showed significantly higher scores concerning their recognition of senior citizens' roles than those who did not. Studying experiences that significantly increased the scores concerning all four of students' recognitions of senior citizens' roles were "lectures on knowledge," and "examination study about senior citizens." These were the studies in which students had no direct contacts with senior citizens. These results were different from the previous research that similarly focused on high school students.
