大学新入生の学業生活への参入過程 : 学業意欲と授業意欲

Abstract

The purpose of this research was to investigate participation processes in academic life for first-year university students, which was examined by dividing a broad term, learning motivation, into two terms, academic motivation and motivation in the classroom. In Study 1, 386 students in the first and second years were analyzed to examine their transition in learning motivation. Results showed that academic motivation did not change, but that motivation in the classroom decreased as the years passed. In Study 2, 84 students in the first year, whose data was collected twice in the new Spring term, were analyzed to confirm the results of Study 1, and to examine determinants of the learning motivation. Conseguently, the results of Study 1 were supported. Second, it was acknowledged that having a purpose for learning is important for academic motivation. Third, classroom motivation at the beginning of the term was never low even though students did not have definite purposes for learning at university. However, the results of Study 1 indicated that motivation in the classroom decreased as the months passed. Finally, students regarded academic life as important, but this only meant they had more time to spend for other activities.