Abstract
This chapter shows the meaning of student surveys, which serve as a representative method for indirect assessment. In this chapter, it is investigated how to understand the outcome assessed by college impact studies, which in turn influence student surveys. Next, it explores the relationship between the enhancement of students’ affective aspects and learning outcomes. The Japanese College Student Survey (JCSS) will serve here as a basis for enabling comparisons of student surveys established at the University of California, Los Angeles Higher Education Research Institute, which have been conducted over the course of many years.
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Notes
- 1.
Astin (1993, p. 45).
- 2.
Following an investigation into cultural and social differences, the JCSS and the Japan Freshman Survey (JFS), which are Japan’s versions of the CSS and the CIRP established at UCLA, included a series of additional questions unique to Japan that would enable a comparison to be made between Japan and the USA.
- 3.
In response to three questions: “Is your student life fulfilling?,” “Are you satisfied with your university experiences on the whole?,” and “If you could revise your decision, would you choose to enter the same university again or not?,” students who answered at least two questions positively were classified as “positive students,” while those who answered one or less positively were denoted as “negative students.”
- 4.
It is possible to purchase direct data as part of cooperative research, although such information was not utilized on this occasion.
- 5.
These items are called with a factor name of “traditional knowledge and skills” when the principal component analysis was conducted regarding the acquired knowledge and skills using the JCSS2005 and the JCSS2007 direct data.
- 6.
Table 6.3 includes only those of the four factors that have displayed a significant difference between the factor scores of the student group who reported satisfaction with their overall university experience and those who did not. The questions and the factor loadings composing the factors extracted from the principal component analysis are explained as follows. The items that compose the first factor are the aspects necessary for building relationships with others, called external affective factor (cooperativeness 0.725, social confidence 0.697, understanding of others 0.664, popularity 0.642, level of affective stability 0.613, leadership 0.561, speaking ability 0.480, self-understanding 0.464, and physical health 0.468). The items that compose the second factor are the dimensions that support academic achievements at university, known as internal cognitive factors (academic strength 0.817, intellectual confidence 0.772, general accomplishments 0.722, reading comprehension 0.612, mathematical ability 0.607, and written expression 0.507). The items that compose the third factor may be considered as those aspects supporting individuality and artistic qualities, called internal affective factors (artistic ability 0.787 and creativity 0.737). The items that compose the fourth factor are related to the aspects necessary for positive, forward-looking advancement, which was rendered as external behavioral factors (competitiveness 0.649 and motivation 0.520).
- 7.
Referenced from Furuta (2007, pp. 212–216).
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Yamada, R. (2014). Learning Outcomes Among College Students in Japan: Comparative Analysis Between and Within Universities. In: Yamada, R. (eds) Measuring Quality of Undergraduate Education in Japan. Springer, Singapore. https://doi.org/10.1007/978-981-4585-81-1_6
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