Abstract
This study investigates differences in attitudes towards school attendance between junior high school students who struggle with school adaptation and those who do not. The COVID-19 pandemic introduced remote learning through ICT tools in many schools, which allowed students to experience learning outside the traditional classroom setting. This shift may have contributed to a more diverse perception of the necessity of daily attendance, particularly among students who experience maladaptation. We focus on the concept of "masked attendance," defined by the Nippon Foundation (2018), referring to students who physically attend school but experience internal struggles and reluctance. "Masked attendance" and "disguised school attendance" convey similar meanings. A questionnaire survey conducted in October 2022 targeted 403 junior high school students in the Tokyo metropolitan area, classifying them into three groups: masked attendance, frequent absentees, and well-adapted students. Analysis revealed that students with masked attendance consistently rated their school experiences more negatively than well-adapted students and demonstrated a stronger belief that daily attendance is unnecessary. However, no significant differences were found regarding the perception of school as an appropriate place for learning. These findings suggest the importance of recognizing the internal struggles of masked attendance students and exploring tailored support strategies within the context of post-pandemic education.
Author Information
Fumika Kimura, Kyoei University, Japan
Yasuko Matsuoka, Kawamura Gakuen Woman's University, Japan
Akira Sakai, Sophia University, Japan
Paper Information
Conference: IICE2025
Stream: Learning Experiences
This paper is part of the IICE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Kimura F., Matsuoka Y., & Sakai A. (2025) Exploring Differences in Attendance Awareness Between Adapted and Maladapted Junior High School Students in Post-pandemic Japan ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 573-581) https://doi.org/10.22492/issn.2189-1036.2025.49
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.49
Comments
Powered by WP LinkPress