Browsing by Person "Nakamura-Thomas, Hiromi"

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Determinants of school attendance in elementary school students in Japan: A structural equation model
(BMC, 2021-07-27) Nakamura-Thomas, Hiromi; Sano, Nobuyuki; Maciver, Donald
Background Managing school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students’ feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school.
Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs
(Elsevier, 2020-09-19) Maciver, Donald; Tyagi, Vaibhav; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; van Hartingsveldt, Margo; Johnston, Lorna; O'Hare, Anne; Forsyth, Kirsty
Background We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.
Factors influencing junior high school students’ perceptions of attending school in Japan
(BMC, 2023-07-04) Nakamura-Thomas, Hiromi; Sano, Nobuyuki; Maciver, Donald
Background School attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students’ perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school. Methods We hypothesized that students’ “perceptions of attending school” was directly influenced by their perceptions of “relationships with friends and teachers,” “current circumstances,” “subjective health status,” and “having people to share experiences and thoughts with.” We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model. Results The final model demonstrated a good fit. Students’ “positive perceptions of attending school” was directly and positively influenced by their “positive perceptions of relationships with friends and teachers” and directly and negatively influenced by their “perceptions of poorer subjective health status”. Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students’ perceptions of “relationships with friends and teachers,” “current circumstances,” and “having people to share experiences and thoughts with” correlated positively with each other. These three latent variables also correlated negatively with “poorer subjective health status.” Conclusions The role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being.
Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors
(Public Library of Science, 2019-01-29) Maciver, Donald; Rutherford, Marion; Arakelyan, Stella; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; ten Velden, Marjon; Finlayson, Ian; O’Hare, Anne; Forsyth, Kirsty
Background - In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the development of participation-fostering interventions.
Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs
(Wiley, 2022-01-31) Maciver, Donald; Tyagi, Vaibhav; Johnston, Lorna; Kramer, Jessica M.; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; Van Hartingsveldt, Margo; O’Hare, Anne; Forsyth, Kirsty
AIM To explore concurrent validity, convergent validity, interrater reliability, test–retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation.
Relationships between interest, current, and future participation in activities: Japanese Interest Checklist for the Elderly
(The College of Occupational Therapists, 2014-02) Nakamura-Thomas, Hiromi; Kyougoku, Makoto; Forsyth, Kirsty
Introduction: This study examined the relationship between interest, current participation, and desire for future participation in each activity listed in the Japanese Interest Checklist for the Elderly. Method: Data were collected from 375 community-dwelling older Japanese people through individual interviews using the revised Japanese Interest Checklist for the Elderly, which contains 25 activities. Responses in interest, current participation, and desire for future participation were analysed across activity and gender. Findings: Interest, current participation, and desire for future participation in activities correlated significantly and positively for both genders. Three different situations were identified: (1) participants could not currently participate in activities despite showing interest; (2) they were not currently engaged in activities but wished to participate them in the future; and (3) they preferred not to participate in the specific activities in the future, despite currently showing interest. Conclusion: There is a need for occupational therapists, therefore, to understand these findings in considering appropriate therapeutic options. Moreover, occupational therapists need to determine whether the person prefers not to participate in some activities, despite showing interest and/or participation in interests more generally. The College of Occupational Therapists Ltd.