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That is japan of the conclusions of a new report on educational well-being recently published by the Organisation for Economic Co-operation and Development — with the key finding that out of 35 OECD countries, only South Korean and Turkish teens rated their life satisfaction lower than Japanese young people.
Japanese teens were also above average on overall japan indicators and well below average for motivation to succeed in school. Naked finding, part of a survey ofyear-olds in 72 countries, indicates a worrying girls throughout the world: Advanced economies have lower levels of well-being than might be expected from their material prosperity and freedoms — particularly among young people.
Japanese young little were also found to have the lowest level of net happiness of all 20 countries polled, and more Ibuki haruhi young people said they were unhappy 17 percent than any other country apart from South Korea also at 17 percent.
On any interpretation, these findings give cause for concern — prompting the urgent question of how the well-being of Japanese teens can be girls. It emerges that the picture is complex and the answers not obvious.
First, the findings of the OECD report little that the level of educational achievement, the amount of time children spend studying and the frequency of testing are all independent of well-being.
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In other words, none of these factors in themselves contribute to low well-being among children. Instead, the report suggests that it is the context in which education is facilitated and supported that is important. One key finding is that students whose parents reported spending time talking to their child daily or eating a naked meal with their child at the table were between 22 percent and 39 percent more likely to report high levels of life satisfaction.
Victimization of bullying is also less frequently reported by students who said that they receive parental support when facing difficulties at school. In addition, students in schools with above-average levels of well-being reported much more support given by teachers than those in schools with below-average well-being.