Historical dataset showing Japan literacy rate by year from N/A to N/A.

Historical chart and dataset showing Japan literacy rate by year from N/A to N/A.

To create a dataset, data from a sociological survey (original survey) conducted by the All-Russian Public Opinion Research Center (VTsIOM) and Social Business Group LLC (SBG) [2] were collected and combined into a single Microsoft Excel table on May 15, 2020, and data from official corporate and household statistics in Russia and a number of countries around the world, in particular, the Republic of Kereya, Japan, Great Britain, Finland, Germany, Sweden, Canada, Estonia, France, the United States, the Czech Republic and Italy on the digital economy in 2020 ., formed before the start of the pandemic (at the end of 2019). This made it possible to form a database of empirical data to study the prospects and the actual level of digitalization of the labor market under the influence of the COVID-19 pandemic and crisis in 2020.

In promoting genomic medicine, genomic literacy, which is the public’s ability to acquire and utilize the knowledge and skills related to genetics and genomes, requires urgent improvement. This study determined how the three components of genomic literacy (genetic/genomic knowledge, health numeracy, and interactive and critical health literacy) are associated with risk and benefit perception for genetic testing and decision-making related to genetic testing. Using an online questionnaire, we surveyed genetic/genomic knowledge, health numeracy, interactive and critical health literacy, risk and benefit perception of genetic testing, and intention toward genetic testing of 857 Japanese citizens (aged 20–39). A vignette was created to measure the intention toward genetic testing, and respondents were asked about their willingness to undergo genetic testing and to share the results with their partners and children. The path analysis, which was done by creating a path diagram showing the relationship of the three components with risk and benefit perception, revealed that genetic and genomic knowledge and interactive and critical health literacy affected the respondents’ intention to undergo genetic testing via recognition of the benefits of such testing. Further, it was suggested that health numeracy affects benefit perception through risk perception toward genetic testing. However, the goodness of fit of this model for the intention of conveying positive results to partners and children was relatively low, thus indicating that the hypothetical model needs to be reexamined

Additional file 6. File extension .xlsx. ANOVA results for sex and history of pregnancy and childbirth related differences in health literacy behavior and skills scale for preconception care. A table showing the results of the ANOVA based on these variables

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Strain-japan Elementary School vs. Missouri and Strain-Japan R-XVI School District

This dataset tracks annual reading and language arts proficiency from 2010 to 2022 for Sheridan Japanese School vs. Oregon and Sheridan SD 48j School District

Health literacy is a modifiable determinant of health with the potential to enhance public health. An association between health literacy and health-related quality of life has been reported. Although each country has developed their own original health literacy scales, the assessment of adolescent health literacy using the Health Literacy Scale for School-Aged Children has not yet been studied in Japan. In this study, we aimed to clarify the factors associated with adolescents’ health literacy and examine the relationship between health literacy, health-related behaviors, and health-related quality of life in Japan. Participants were recruited by a research company using registered monitors (1st- to 3rd-year junior high school students and their mothers living in Japan in August 2023). Multivariate regression analysis was performed using the total EuroQoL Five Dimensions, Youth Version scores. SAS software was used for data analysis. Overall, 1,854 adolescents and their mothers participated in the online survey. Factors associated with Health Literacy Scale for School-Aged Children included physical activity, sleep conditions in health-related behaviors, parental communication, parental health literacy, and health-related quality of life. Furthermore, parental health literacy was associated to children’s quality of life. Our study showed the influence of family variables, highlighting the need for tailored approaches that consider parents’ health literacy levels.

Japan JP: SPI: Pillar 5 Data Infrastructure Score: Scale 0-100 data was reported at 95.000 NA in 2020. This stayed constant from the previous number of 95.000 NA for 2019. Japan JP: SPI: Pillar 5 Data Infrastructure Score: Scale 0-100 data is updated yearly, averaging 92.500 NA from Mar 2017 (Median) to 2020, with 4 observations. The data reached an all-time high of 95.000 NA in 2020 and a record low of 90.000 NA in 2018. Japan JP: SPI: Pillar 5 Data Infrastructure Score: Scale 0-100 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Japan – Table JP.World Bank.WDI: Governance: Policy and Institutions. The data infrastructure pillar overall score measures the hard and soft infrastructure segments, itemizing essential cross cutting requirements for an effective statistical system. The segments are: (i) legislation and governance covering the existence of laws and a functioning institutional framework for the statistical system; (ii) standards and methods addressing compliance with recognized frameworks and concepts; (iii) skills including level of skills within the statistical system and among users (statistical literacy); (iv) partnerships reflecting the need for the statistical system to be inclusive and coherent; and (v) finance mobilized both domestically and from donors.;Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators);Weighted average;

The correct answer rates for genetic/genomic knowledge.

What is the shape of the association between schoolwork-related anxiety (SRA; sometimes referred to as “test anxiety”) and science literacy proficiency (SLP)? Prior results in some areas (e.g., Flanders) have showed an inverse linear relationship between SRA and SLP. Intriguingly, academic anxiety showed an inverse “U-shaped” association with academic performance in Taiwan. Data for six southeast Asian (SEA; Hong Kong, Japan, Korea, Macao, Singapore, Taiwan) and six northwest European (NWE; Belgium, Estonia, Finland, Iceland, Ireland, the Netherlands) nations/entities were drawn from PISA 2015, the most recent science-focused iteration of OECD’s (Organization for Economic Cooperation and Development) triennial PISA (Programme for International Student Assessment) evaluations. Mean SRA and SLP, respectively, were 0.34 and 532 across the selected SEA representatives (aggregate n = 35711) and −0.21 and 515 across the identified NWE nations (n = 34601). We sorted each nation’s/entity’s dataset into five SLP levels (utilizing PISA’s own criteria) and placed students into SLP levels based on an average of ten plausible values for each individual student). ANOVA results showed Taiwan, Japan, and Korea, (with some qualified evidence for SEA as a region) to have an inverse U-shaped relationship between SRA and SLP; Finland, and Iceland (along with modest evidence for NWE as a region) had a negative linear relationship between SRA and SLP. Multilevel modeling (MLM; within nations/entities only) partially confirmed our parallel ANOVA results: an inverse U-shaped relationship for Taiwan, and the negative linear relationship for Finland and Iceland. Our Belgian MLM also showed negative linearity. Thus, our results confirmed the earlier observation of an inverse U-shaped relationship between student anxiety measures and academic performance in Taiwan (extending that finding to a science context—and further extending that finding for science to Japan and Korea). We discuss possible classroom interventions aimed at mitigating non-adaptive anxieties among students at intermediate SLP levels.

What is the shape of the association between schoolwork-related anxiety (SRA; sometimes referred to as “test anxiety”) and science literacy proficiency (SLP)? Prior results in some areas (e.g., Flanders) have showed an inverse linear relationship between SRA and SLP. Intriguingly, academic anxiety showed an inverse “U-shaped” association with academic performance in Taiwan. Data for six southeast Asian (SEA; Hong Kong, Japan, Korea, Macao, Singapore, Taiwan) and six northwest European (NWE; Belgium, Estonia, Finland, Iceland, Ireland, the Netherlands) nations/entities were drawn from PISA 2015, the most recent science-focused iteration of OECD’s (Organization for Economic Cooperation and Development) triennial PISA (Programme for International Student Assessment) evaluations. Mean SRA and SLP, respectively, were 0.34 and 532 across the selected SEA representatives (aggregate n = 35711) and −0.21 and 515 across the identified NWE nations (n = 34601). We sorted each nation’s/entity’s dataset into five SLP levels (utilizing PISA’s own criteria) and placed students into SLP levels based on an average of ten plausible values for each individual student). ANOVA results showed Taiwan, Japan, and Korea, (with some qualified evidence for SEA as a region) to have an inverse U-shaped relationship between SRA and SLP; Finland, and Iceland (along with modest evidence for NWE as a region) had a negative linear relationship between SRA and SLP. Multilevel modeling (MLM; within nations/entities only) partially confirmed our parallel ANOVA results: an inverse U-shaped relationship for Taiwan, and the negative linear relationship for Finland and Iceland. Our Belgian MLM also showed negative linearity. Thus, our results confirmed the earlier observation of an inverse U-shaped relationship between student anxiety measures and academic performance in Taiwan (extending that finding to a science context—and further extending that finding for science to Japan and Korea). We discuss possible classroom interventions aimed at mitigating non-adaptive anxieties among students at intermediate SLP levels.