Kenji Hinotsu
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Kenji Hinotsu has a total of 9 co-authors. Here are the top co-authors by number of shared publications:
Akiyoshi Yokode
Department of Neuropsychiatry Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Okayama Japan
1 shared publication- Manabu Takaki
Department of Neuropsychiatry Okayama University Faculty of Medicine, Dentistry and Pharmaceutical Sciences Okayama Japan
1 shared publication Naomi Matsumoto
Department of Epidemiology, Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Okayama University Okayama Japan
1 shared publication- Shinji Sakamoto
Department of Neuropsychiatry Okayama University Faculty of Medicine, Dentistry and Pharmaceutical Sciences Okayama Japan
1 shared publication - Soshi Takao
Department of Epidemiology, Faculty of Medicine, Dentistry and Pharmaceutical Sciences Okayama University Okayama Japan
1 shared publication Takahiro Asada
Department of Neuropsychiatry Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Okayama Japan
1 shared publication
Latest Publications
- 24 August 2026
- Published by Wiley in Child: Care, Health and Development
- Vol. 52 (5) , e70336
Frequency of Organised Enrichment Activities and Later Self‐Esteem in Japanese Children: A Longitudinal Cohort Study
Background: Although participation in organised extracurricular activities has been associated with higher self‐esteem, high participation frequency may have adverse effects, as proposed by the overscheduling hypothesis. Longitudinal evidence from non‐Western countries is limited. We examined whether the frequency of enrichment‐oriented out‐of‐school lessons (naraigoto) in fourth grade was associated with self‐esteem in sixth grade in a Japanese large‐scale cohort. Methods: We analysed longitudinal data from the Japanese Longitudinal Study of Children and Parents from fourth grade (baseline, 2017–2019) to sixth grade (follow‐up, 2019–2021) ( n = 3399). The exposure was the frequency of enrichment‐oriented activities in fourth grade, excluding academic tutoring (juku). The outcome was self‐confidence in sixth grade (4‐point Likert scale). Ordinal logistic regression models were employed for estimating odds ratios and 95% confidence intervals, and possible confounders (sociodemographic factors, baseline self‐confidence) were adjusted. Sensitivity analyses were also conducted using alternative outcome and alternative exposure definitions. Results: In the fully adjusted model, the adjusted odds ratios for higher self‐confidence were 1.22 (95% confidence interval 0.96–1.55) for one session/week, 1.30 (1.02–1.66) for two sessions/week, 1.34 (1.04–1.73) for three session/week, 1.41 (1.10–1.82) for four to five sessions/week, and 1.22 (0.87–1.71) for six or more sessions/week, compared with zero sessions/week (reference). Associations were strongest at two to five sessions/week, with no increase at six or more sessions/week. Results were similar in sensitivity analyses. Gender‐stratified analyses suggested that these associations were significant only in male participants. Conclusions: Enrichment activity participation was associated with self‐esteem 2 years later, with the strongest associations at moderate frequencies. Future studies should examine total amount of time and qualitative aspects of participation.
- 24 August 2026
- Published by Wiley in Child: Care, Health and Development
- Vol. 52 (5) , e70336
Frequency of Organised Enrichment Activities and Later Self‐Esteem in Japanese Children: A Longitudinal Cohort Study
Background: Although participation in organised extracurricular activities has been associated with higher self‐esteem, high participation frequency may have adverse effects, as proposed by the overscheduling hypothesis. Longitudinal evidence from non‐Western countries is limited. We examined whether the frequency of enrichment‐oriented out‐of‐school lessons (naraigoto) in fourth grade was associated with self‐esteem in sixth grade in a Japanese large‐scale cohort. Methods: We analysed longitudinal data from the Japanese Longitudinal Study of Children and Parents from fourth grade (baseline, 2017–2019) to sixth grade (follow‐up, 2019–2021) ( n = 3399). The exposure was the frequency of enrichment‐oriented activities in fourth grade, excluding academic tutoring (juku). The outcome was self‐confidence in sixth grade (4‐point Likert scale). Ordinal logistic regression models were employed for estimating odds ratios and 95% confidence intervals, and possible confounders (sociodemographic factors, baseline self‐confidence) were adjusted. Sensitivity analyses were also conducted using alternative outcome and alternative exposure definitions. Results: In the fully adjusted model, the adjusted odds ratios for higher self‐confidence were 1.22 (95% confidence interval 0.96–1.55) for one session/week, 1.30 (1.02–1.66) for two sessions/week, 1.34 (1.04–1.73) for three session/week, 1.41 (1.10–1.82) for four to five sessions/week, and 1.22 (0.87–1.71) for six or more sessions/week, compared with zero sessions/week (reference). Associations were strongest at two to five sessions/week, with no increase at six or more sessions/week. Results were similar in sensitivity analyses. Gender‐stratified analyses suggested that these associations were significant only in male participants. Conclusions: Enrichment activity participation was associated with self‐esteem 2 years later, with the strongest associations at moderate frequencies. Future studies should examine total amount of time and qualitative aspects of participation.