Japan-U. S. Comparative Analysis of Longitudinal Differences in Student Perceptions Regarding Interest, Attitudes and Abilities in Science and Mathematics and Views on Science and Employment

本文对两项纵向研究的结果进行了比较分析。这两项研究是“科学成就水平的纵向研究”。“数学和算术及其长期影响”由美国国家教育研究所和北伊利诺伊大学进行的“美国青年纵向研究（LSAY）”。日本的研究旨在分析影响样本变化的态度和长期因素。一项为期十年的调查，从十岁开始，持续到小学，初中，高中，大学和毕业。这项研究测量了被认为影响数学、算术和科学成绩的因素。美国的LSAY研究与日本的研究目标相似，因为它衡量的是科学和数学方面的成就和态度。美国从七年级和十年级开始对两个样本人群进行为期三年的调查。本研究通过分析这些研究的结果来寻求新的见解。(1)关于学生继续教育期望的问题的结果表明，美国学生比日本学生更倾向于继续接受高等教育（大学和研究生院）。(2)花在课外学习上的时间长短表明，美国学生每周花在学习上的总时间比日本学生多。在数学和科学两方面，美国学生的课外总学习时间略高于日本学生。(3)态度比较。与数学相关的兴趣和关注表明，初中二年级表示数学有趣的学生占42%，高二年级表示数学有趣的学生占41%。与美国学生的对比显示，67%的初二学生和58%的高二学生偏爱数学，这表明美国学生认为数学是最有趣的学科。与其他科目相比，日本学生回答他们擅长数学（初中和高中二年级学生分别占26%和30%）。相比之下，69%和57%的美国学生认为自己的数学很好。(4)两国初中生对科学学习兴趣的态度、兴趣和关注均为60%左右。从顺序反应中可以看出，美国学生对数学的兴趣高于日本学生。(5)日美男女对数学和科学的态度差异表明，日本男性比美国女性对数学（或数学家）和科学（或科学家）表现出更大的兴趣。少

A comprative analysis of the results of two longitudinal studies is presented. The two studies are the "Longitudinal Study of Achievement Levels in Science. Mathematics and Arithmetics and their Long Term Implications" conducted by the National Institute for Educational Research and the "Longitudinal Study of American Youth (LSAY)" conducted by Northern Illinois University.The Japanese study aims to analyze attitudinal and long term factors effecting changes on the samples. A ten year survey beginning with ten year olds and continuing through primary, junior and senior high school through university and graduation. The study measures factors thought to effect achievement in mathematics, arithmetics and science subjects. The U. S. LSAY study is similar to the Japanese study objectives in that it measures achievements and attitudes in science and mathematics. The U. S. follows two sample populations beginning with the seventh and tenth year of school each for a three year survey period. … More This study seeks nwe insights by analyzing the results of these studies.(1) Results to questions on student expectations for continuing education indicate a stronger tendency, for US student to want to continue on to higher education (university and graduate school) than their Japanese counterparts. (2) Length of time spent on studies outside of school shows US students spend more total hours per week on studies compared to their Japanese counterparts. In both mathematics and science total study time devoted outside of school at both school levels was slightly more for the US than Japarese students. (3) Comparisons of attitudes. interest and concerns related to mathematics indicate students expressing the subject to be interesting to be 42% at their second year of junior high school and 41% at their second year of senior high school. A comwison with US students shows preference for mathematics at 67% for second year of junior high and 58% for second year of senior high school indicating the US students thought mathematics to be the most enjoyable subject. Compared to other subjects Japanese students responded they were good at mathematics (26% and 30% of second year students at both junior and senior high school). This is comparable to 69%and 57% for the respective US student counterparts who responded they considered themselves to be good mathematics. (4) Attitudes, interest and concerns regarding science study showabout 60% response by junior high school students in both countries regarding inrerest in science study. Interest in mathematics as revealed in order responses shows a higher level ofinterest for US students compared with the Japanese student population. (5) Japan-US attitudinal differences among male and females in mathematics and science implies a greater tendency for the Japanese male sample express more interest than the females in mathematics (or mathematicians) as well as science (or scientists) than their respective US counterparts. Less