239Learning activities among students from high schools affiliated with private universities: focusing on their different tracks for moving onto their undergraduate studiesThis paper explores how different tracks for moving onto undergraduate studies impact learning activities among students from high schools affiliated with private universities. These schools have been neglected in earlier studies on educational research of high schools or on transitioning from there to universities. It is a uniquely Japanese practice for some private universities to conduct special entrance examinations for students endorsed by their affiliated high schools. Such an option often draws attention among those interested in entrance examinations. Notwithstanding, almost no empirical research has been conducted on the life of students at such high schools in relation to the different tracks they take to move onto their affiliated universities and so forth. Thus, little is known as to how they spend their student life in anticipation of their transition to undergraduate studies through special admission tracks, which vary in nature, including those with or without internal screening. Against this background, this paper discusses the differences in attitudes towards transitioning to undergraduate studies and learning activities among high school students affiliated with private universities. A comparison was made according to which options they take when moving on to affiliated universities – namely, (1) the guaranteed admission of endorsed students; (2) the admission of endorsed students after internal screening at high schools; or (3) regular entrance examinations taken by students from high schools that conduct internal screening for endorsement.In this study conducted with high schools affiliated with a highly selective private university that offers special admission tracks, students exhibited different attitudes toward their transition to undergraduate studies, as well as varying degrees of motivation and time commitment to their studies depending on which option they take to be admitted there. Students who undergo internal screening by their high schools are motivated learners and commit considerable time on their studies from their first year at school. Students entitled to guaranteed admission after endorsement spend less time on learning although they are also motivated learners who find delight in their studies. Meanwhile, students who take regular entrance examinations sharply increase their study time at their final year at school to prepare for the impending examinations by attending cram schools. This paper thus demonstrated that students from high schools affiliated with the same university exhibit varying degrees of motivation and time commitment to their studies depending on the admission tracks they take.Woohyang SIM, Hiroko MUTOH
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