Details of a Researcher - Akabayashi, Hideo

Papers - Akabayashi, Hideo

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Relationship between Grit and Academic Achievement of Elementary and Junior High School Students: Genetic and Environmental Structure

Yamaguchi Amane, Shikishima Chizuru, Kawamoto Tetsuya, Akabayashi Hideo, Ando Juko

The Japanese Journal of Personality (Japan Society of Personality Psychology) 33 ( 3 ) 162 - 164 2024.12

ISSN 13488406

<p>To examine the mechanisms underlying the relationship between academic achievement and grit, we divided grit into two dimensions: interest and perseverance. We explored these dimensions at the genetic and environmental levels using a behavioral genetic approach. The participants included 295 and 606 pairs of twins in elementary school and junior high school, respectively. At the phenotypic level, academic achievement positively correlated with perseverance across all school years. However, at the genetic and environmental levels, this relationship was shaped by environmental correlations among elementary school students and genetic correlations among junior high school students.</p>

Cross-national differences in socioeconomic achievement inequality in early primary school: The role of parental education and income in six countries

J Dräger, E Washbrook, T Schneider, H Akabayashi, R Keizer, A Solaz, ...

AERA Open 10, 23328584241299794 10 2024.01

ISSN 2332-8584

This paper presents comparative information on the strength of the association between socioeconomic status (SES) and literacy skills at ages 6–8, drawing on data from France, Germany, Japan, Rotterdam (Netherlands), the United Kingdom, and the United States. We investigate whether the strength of the association between SES and literacy skills in early-to-mid childhood depends on the operationalization of SES (parental education, income, or both) and whether differences in inequalities at the end of lower secondary schooling documented in international large-scale assessments are already present when children have experienced at most two years of compulsory schooling. We find marked differences in SES-related inequalities in early achievement across countries that are largely insensitive to the way SES is measured and that seem to mirror inequalities reported for older students. We conclude that country context shapes the link between parental SES and educational achievement, with country differences rooted in the early childhood period.

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Causal effect of parental reading on later development of children: Demonstrating a Bayesian approach

Shigemasu K., Kono M., Ikemoto S., Akabayashi H.

British Journal of Developmental Psychology (British Journal of Developmental Psychology) 2024

ISSN 0261510X

This study examined the relationship between early parental treatment, specifically reading to young children and later cognitive development with a Bayesian perspective. Previous research established a positive link between parental reading to infants and their cognitive development, such as receptive vocabulary, reading comprehension and motivation to read. Using data from the Millennium Cohort Study, this study analysed individuals aged 9 months to 22 years to investigate the effects of early reading to young children on nine cognitive variables. Bayesian statistical analysis controlled for pre-existing differences and covariates to establish a causal association between reading and cognitive development. The results indicated that reading to infants and toddlers positively impacted their cognitive development beyond reading skills. These findings demonstrate the usefulness of the Bayesian approach in determining scientific significance and underscore the importance of early literacy interventions in promoting cognitive development.

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Student loan debt and family formation of youth in Japan

J Wang, H Akabayashi, M Kobayashi, S Sano

Studies in Higher Education, 1-14 (Studies in Higher Education) 49 ( 12 ) 2441 - 2454 2024

ISSN 03075079

Since the late 1990s, the number of college student loan debtors has increased rapidly in Japan. Despite the uniqueness of Japanese higher education policies in terms of tuition levels and heavy reliance on educational loans rather than grants, few studies have focused on the influence of student loans on adult youths’ lives. This study is the first to provide a detailed analysis of the relationship between student loan debt and youth life events. We explored the impact of student loan debt on family formation, using a data set of college graduates collected in 2017. We employed survival analysis methods to understand the relationship between student loan debt and marital decisions, and negative binomial models to analyze the impact of this debt on childbearing. The results showed that 2-year college graduate women with student loan debt were more likely to delay marital decisions than women without student loan debt. Taking out student loans also had a negative correlation to childbearing, which was also stronger for 2-year college graduate women. In conclusion, this study revealed that the Japanese government’s reliance on student loans has unexpected consequences. Even following recent reforms, student loan debt continues to be a major financial burden for young Japanese people and is likely to negatively affect family formation in Japan, which has already seen a decline in marriage and fertility rates over the last few decades. Our results call for additional policies to mitigate the negative influence of the Japanese college student aid system.

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The rate of return to early childhood education in Japan: estimates from the nationwide expansion

H Akabayashi, R Tanaka

Education Economics, 1-18 (Education Economics) 32 ( 5 ) 581 - 598 2024

ISSN 09645292

We present new estimates of the internal rate of return to early childhood education. Utilizing the nationwide expansion of preschool education in Japan between 1960 and 1980, we initially assess the impact of preschool attendance on high school graduation and college enrollment for men. Subsequently, we compute the social rate of return to preschool attendance for men by drawing upon national wage statistics to project expected wage trajectories and referencing government documents to account for the social cost of preschools. Our findings indicate a social rate of return ranging from 5.7% to 8.1%, consistent with previous estimates in the literature.

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Inequalities in Resources for Preschool-Age Children by Parental Education: Evidence from Six Advanced Industrialized Countries

J Waldfogel, SJ Kwon, Y Wang, L Washbrook, VP Casoni, M Olczyk, ...

European Journal of Population 39 (1), 37 (European Journal of Population) 39 ( 1 ) 2023.12

ISSN 01686577

This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parental education—highest parental education, and maternal education. We hypothesize that inequalities in resources by parental education will be less pronounced in countries where social policies are designed to be more equalizing. The results provide partial support for this hypothesis: the influence of parental education on resources for children does vary by the social policy context, although not in all cases. We also find that the measurement of parental education matters: income disparities are smaller under a maternal-only definition whereas child care disparities are larger. Moreover, the degree of divergence between the two sets of estimates differs across countries. We provide some of the first systematic evidence about how resources for young children vary depending on parents’ education and the extent to which such inequalities are buffered by social policies. We find that while early inequalities are a fact of life in all six countries, the extent of those inequalities varies considerably. Moreover, the results suggest that social policy plays a role in moderating the influence of parental education on resources for children.

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Education-oriented and care-oriented preschools: Implications on child development

Akabayashi H., Ruberg T., Shikishima C., Yamashita J.

Labour Economics (Labour Economics) 84 2023.10

ISSN 09275371

This paper estimates the causal effect of education-oriented vs. care-oriented preschools on child development. We use a unique quasi-experiment from Japan that exploits plausibly exogenous regional and temporal variation in the relative availability of different preschools. We find that attendance at an education-oriented preschool is associated with significant improvements in mathematical and linguistic achievement that manifest later in adolescence. Positive effects can also be found for socioemotional measures. Ascending marginal treatment effect (MTE) curves suggest an inverse selection pattern: children that are least likely to enroll in the education-oriented preschool gain the most from it. This heterogeneity is mainly due to specific features of education-oriented preschools (i.e., educational orientation, the interaction with parents due to shorter operating hours, and peer effects), while gains from enrollment in care-oriented preschools appear more homogeneous.

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貸与奨学金が若者の家族形成に及ぼす影響の検証 ―JHPS第2世代調査の社会人データを用いて―

王傑, 赤林英夫, 小林雅之, 佐野晋平

Proceedings of the Annual Conference of Japanese Educational Research Association (Japanese Educational Research Association) 82 ( 0 ) 49 - 50 2023.08

International differences in gradients in early childhood overweight and obesity: the role of maternal employment and formal childcare attendance

Panico L., Boinet C., Akabayashi H., De La Rie S., Kwon S.J., Kameyama Y., Keizer R., Nozaki K., Perinetti Casoni V., Volodina A., Waldfogel J., Weinert S., Washbrook E.

European Journal of Public Health (European Journal of Public Health) 33 ( 3 ) 468 - 475 2023.06

ISSN 11011262

Background: There are significant cross-country differences in socio-economic gradients in later childhood and adulthood overweight/obesity; few studies assess whether this cross-national variation is evident from early childhood. Furthermore, the role of childcare in explaining overweight/obesity gradients might vary across countries, given differences in access, quality and heterogeneity within. Additionally, childcare is linked to parental characteristics such as maternal employment. The interplay between childcare and employment in producing early overweight/obesity gradients has received little attention, and might vary cross-nationally. Methods: Using harmonized data from six high-quality, large datasets, we explore the variation in gradients in early overweight/obesity (at age 3-4 years old) by parental education across several high-income countries (USA, UK, France, the Netherlands, Germany and Japan). We then assess whether differential formal group care use attenuates some of these gradients, and whether this varies across maternal employment. Results: Gradients in early childhood overweight/obesity by parental education are evident across several developed countries. Countries with higher overall prevalence of early overweight/obesity did not have the largest inequalities across education groups. The contribution of formal group care to producing these gradients varied across countries and across maternal employment status. Conclusion: Early childhood inequalities in overweight/obesity are pervasive across developed countries, as noted for older children and adults. However, mechanisms producing these gradients vary across national contexts. Our study shows that, given the right context, quality childcare and maternal employment can successfully support healthy weight trajectories and not contribute (or even reduce) social inequalities in early overweight/obesity.

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Access to and demand for online school education during the COVID-19 pandemic in Japan

Akabayashi Hideo

International Journal of Educational Development 96, 102687 (International Journal of Educational Development) 96 1 - 27 2023.01

ISSN 07380593

The COVID-19 pandemic resulted in school closures worldwide, including in Japan, where remote education at schools is underdeveloped. Using a unique panel dataset collected in May and December 2020, we examine the determinants of access to online education at and outside schools and parents’ preference towards at-school online education. We observe that children from more privileged family backgrounds received more at-school as well as outside-school online education. We also find that household income and parent's educational level are associated with higher demand for at-school online education, while mothers working full-time and fathers in non-regular contracts decreased this demand temporarily.

Online cognitive assessment for children on mobile devices.

SANEYOSHI Ayako, INADA Naoko, SHIKISHIMA Chizuru, AKABAYASHI Hideo

Proceedings of the Japanese Society for Cognitive Psychology (The Japanese Society for Cognitive Psychology) 2023 ( 0 ) 84 - 84 2023

幼児、児童を対象とし、スマートフォンやタブレット等を用いて語彙力、視覚的ワーキングメモリ、推論能力を測定するためのオンライン認知検査を開発した。語彙力は「絵画ごい発達検査」を参考に、4種類のイラストを提示し、音声で提示される言葉に合致するイラストを１つ選択させ、その正答数を測定した。視覚的ワーキングメモリは欠落ドット検出課題(Di Lollo,1977)を参考に、マトリクス内に果物のイラストを配置した二つの画像を1000ミリ秒の刺激間間隔で継時提示し、画像を統合した時に空白となるセルを選択させその正答数を測定した。推論能力は「レーブン色彩マトリクス検査」を参考に、標準図案の欠如部分に合致するものを6つの選択図案の中から1つ選択させその正答数を測定した。全国から無作為抽出された年中児から小学2年生1300人以上から取得したデータについて、成績の分布、課題間の相関、年齢との相関などを検証する。

Education-Oriented and Care-Oriented Preschools: Implications on Child Developmen

赤林英夫

Keio-IES Discussion-Paper DP2023-009 2023

CiNii Research

School ICT resources, teachers, and online education: Evidence from school closures in Japan during the COVID-19 pandemic

H Akabayashi, S Taguchi, M Zvedelikova

Education Economics, 1-14 DP2023-008 2023

ISSN 15565068

Developmental trajectory of academic achievement

Shikishima Chizuru, Kawamoto Tetsuya, Nozaki Kayo, Akabayashi Hideo

The Proceedings of the Annual Convention of the Japanese Psychological Association (The Japanese Psychological Association) 86 ( 0 ) 3AM-078-PP - 3AM-078-PP 2022

世界の調査／日本の調査「日本子どもパネル調査 (JCPS)」の経験と課題

赤林英夫

社会と調査 29 101 - 101 2022

CiNii Research

世界の調査／日本の調査「日本子どもパネル調査 (JCPS)」

赤林英夫

社会と調査 29 101 - 101 2022

CiNii Research

Causal effects of family income on educational investment and child outcomes: Evidence from a policy reform in Japan

Naoi M., Akabayashi H., Nakamura R., Nozaki K., Sano S., Senoh W., Shikishima C.

Journal of the Japanese and International Economies (Journal of the Japanese and International Economies) 60 2021.06

ISSN 08891583

The Child Allowance Policy (CAP) in Japan, a nationwide cash transfer program for families with children, was designed to increase household expenditures toward children. Using unforeseen changes in the CAP that occurred due to the electoral results as a source of exogenous variation in income in the early 2010s, this paper examines the causal impact of family income on households’ private educational expenditures and child outcomes in the short-run, based on a longitudinal parent-child survey. The ordinary least squares (OLS) and first-differenced (FD) results show that family income is in most cases positively correlated with child's cognitive outcomes, and, to a lesser extent, with families’ educational expenditure on their children. Based on the FD instrumental variable (FD-IV) estimation, using unexpected changes in CAP payments as an instrument, we find positive income effects on educational expenditure in the short-run. However, we did not find statistically significant impacts on children's cognitive outcomes.

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Access to and Demand for Online School Education during the COVID-19

赤林英夫

Keio-IES Discussion Paper DP2021-013 2021

CiNii Research

所得の世代間弾力性：JHPS第二世代付帯調査による分析

Akabayashi Hideo

Keio-IES Discussion Paper DP2021-007 1 - 18 2021

CiNii Research

大学での奨学金受給と家計の経済状況：JHPS第二世代付帯調査による分析

Akabayashi Hideo

PDRC Discussion Paper Series DP2020-014 1 - 20 2021

CiNii Research

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