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Effects of Postural Intervention Using a 'Risshin' Chair on Physical Posture, Class Time Perception, and Subjective Well-Being in Junior High School Students

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Title: Effects of Postural Intervention Using a 'Risshin' Chair on Physical Posture, Class Time Perception, and Subjective Well-Being in Junior High School Students
Language: English
Authors: Yusuke Murakami (ORCID 0000-0002-7576-9733), Takashi Akiyama (ORCID 0009-0009-6346-3372), Genji Sugamura (ORCID 0000-0003-1950-8886)
Source: British Journal of Educational Psychology. 2026 96(3):1341-1361.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Human Posture, Junior High School Students, Intervention, Program Effectiveness, Affective Behavior, Student Attitudes, Human Factors Engineering, Foreign Countries, Emotional Response
Geographic Terms: Japan
DOI: 10.1111/bjep.70087
ISSN: 0007-0998
2044-8279
Abstract: Background: Research based on embodied cognition has demonstrated that physical posture, particularly an upright seated posture, can influence emotions and cognition. However, although students spend most of the day sitting in classrooms, intervention research on upright seated postures suitable for learning environments is limited. Aims: We aimed to examine the effects of postural intervention via a 'Zazen-like upright-support seating furniture' (a "risshin chair") on physical posture, class time perception, positive affect, and daily sense of fulfilment in school in a junior high school setting. Sample: The participants were 48 second-year junior high school students (25 girls and 23 boys; M[subscript age] = 13.39 years, SD = 0.49) from two classes of a single grade at a public school in Japan. Methods: Using a within-participants design, students alternated between sitting in regular and "risshin" chairs in an A-B-A-B-A order for approximately five weeks. At the end of each week, they completed a self-report questionnaire during the final homeroom session on every Friday. Results: Bayesian linear mixed-effects modelling revealed significant effects of the "risshin" chair on posture-related outcomes, such as autonomous posture improvement, straight back, and tension release. Bayesian mediation analysis with linear mixed-effects modelling further showed that the "risshin" chair reduced time-related distracted thoughts, increased pleasantness, and enhanced daily school fulfilment, with these effects mediated via improved straight-back posture. Conclusions: Although short-term, the "risshin" chair improved specific aspects of students' physical posture, class time perception, and subjective well-being during school compared with regular chairs.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1514247
Database: ERIC
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  Data: Effects of Postural Intervention Using a 'Risshin' Chair on Physical Posture, Class Time Perception, and Subjective Well-Being in Junior High School Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Yusuke+Murakami%22">Yusuke Murakami</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7576-9733">0000-0002-7576-9733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Takashi+Akiyama%22">Takashi Akiyama</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6346-3372">0009-0009-6346-3372</externalLink>)<br /><searchLink fieldCode="AR" term="%22Genji+Sugamura%22">Genji Sugamura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1950-8886">0000-0003-1950-8886</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(3):1341-1361.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 21
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Human+Posture%22">Human Posture</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Factors+Engineering%22">Human Factors Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.70087
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Research based on embodied cognition has demonstrated that physical posture, particularly an upright seated posture, can influence emotions and cognition. However, although students spend most of the day sitting in classrooms, intervention research on upright seated postures suitable for learning environments is limited. Aims: We aimed to examine the effects of postural intervention via a 'Zazen-like upright-support seating furniture' (a "risshin chair") on physical posture, class time perception, positive affect, and daily sense of fulfilment in school in a junior high school setting. Sample: The participants were 48 second-year junior high school students (25 girls and 23 boys; M[subscript age] = 13.39 years, SD = 0.49) from two classes of a single grade at a public school in Japan. Methods: Using a within-participants design, students alternated between sitting in regular and "risshin" chairs in an A-B-A-B-A order for approximately five weeks. At the end of each week, they completed a self-report questionnaire during the final homeroom session on every Friday. Results: Bayesian linear mixed-effects modelling revealed significant effects of the "risshin" chair on posture-related outcomes, such as autonomous posture improvement, straight back, and tension release. Bayesian mediation analysis with linear mixed-effects modelling further showed that the "risshin" chair reduced time-related distracted thoughts, increased pleasantness, and enhanced daily school fulfilment, with these effects mediated via improved straight-back posture. Conclusions: Although short-term, the "risshin" chair improved specific aspects of students' physical posture, class time perception, and subjective well-being during school compared with regular chairs.
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  Data: 20260101
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      – SubjectFull: Junior High School Students
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      – SubjectFull: Japan
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