The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students

Abstract

The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists' academic performance was worse than ascetics'. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.

An assessment on puritan and hedonist work ethics of elite student athletes

“…Hence, the participant elite athletes' tendency to puritan work ethics rather than hedonism can be considered a positive result for performance and achievement. However, because the sport is an essential field of education (Fidan, 2017), Ishii et al (2016) highlighted students' high academic performances who had ascetic and hedonist attitudes. Those students were also observed to regulate behaviors and postpone desires to achieve future goals.…”

Classroom Environment, Teacher, and Girl Students’ Learning Skills

“…Furthermore, teachers' participation and attitude is the factor of learning skills in the United Kingdom (Younger & Warrington, 2006). Likewise, in Japan, the importance of the teacher interaction is highlighted for learning by Ishii et al (2016). Similarly, the study findings of Den-Brok et al (2006) reveal the importance of the classroom environment for students' learning in the United States.…”