Determinants of academic achievement in Japanese university students: gender, study skills, and choice of university
Determinants of academic achievement in Japanese university students: gender, study skills, and choice of university
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日本大学生学业成绩的决定因素：性别、学习技能和大学选择
DOI：
10.1007/s43545-022-00388-7
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Mamiko Takeuchi
中科院分区：
文献类型：
--
作者：
Hisao Miyagawa;Yoshiaki Nose; Akitoshi Itoh;Mamiko Takeuchi
本研究分析了日本大学生学业成就的决定因素。根据日本一家教育智库进行的一项调查，这项研究证实，与男性学生相比，女性学生的学业成就水平明显更高，这与之前大多数研究的结果一致。这一结果在一定程度上是由于大学生在学习技能上的性别差异。此外，分析表明，高中生的学习技能得到了保持，并影响了他们在大学水平的学习成绩。尽管进入自己喜欢的大学会提高学生的学业成绩，但根据别人的推荐或根据入学考试的类型来选择大学会降低学生的成绩。此外，从父母那里获得相对较大的金钱津贴或从兼职工作中赚取大量金钱，可能会降低学生的学业成绩。分组估计--例如针对国立大学、私立大学和不同学院的估计--证实了当前研究结果的稳健性。根据分位数回归模型，虽然性别对学业成绩的影响随着分位数的增加而减小，但在所有分位数上都是显著的。
This study analyses the determinants of academic achievement among Japanese university students. Based on a survey conducted by a Japanese educational think tank, this study confirms that female students record significantly higher academic achievement levels compared to their male counterparts, which is in line with the findings of most previous studies. This result is partly explained by the gender differences in students’ study skills at the university level. Further, the analysis reveals that the study skills attained by students at high school are maintained and affect their academic achievement at the university level. Although enrolment in one’s preferred university increases a student’s academic achievement, selecting a university based on the recommendations of others or according to the type of entrance examination lowers achievement. Further, receiving comparatively large monetary allowances from parents or earning significant amounts of money from part-time employment can potentially lower students’ academic achievement. Subgroup estimations—such as those for national universities, private universities, and different faculties—confirm the robustness of the current study’s results. According to the quantile regression model, although the effects of gender on academic achievement decrease with increasing quantiles, they remain significant at all quantiles.