Factors influencing the academic motivation of individual college students.
Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.
Yoshida
Masahiro
M
Department of Physiology, Osaka City University Graduate School of Medicine, Abeno-ku, Osaka, Japan.
Tanaka
Masaaki
M
Mizuno
Kei
K
Ishii
Akira
A
Nozaki
Kumi
K
Urakawa
Ayako
A
Cho
Yuki
Y
Kataoka
Yosky
Y
Watanabe
Yasuyoshi
Y
D000124:Achievement; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D009483:Neuropsychological Tests / Q000592:standards; D010775:Photic Stimulation; D011340:Problem Solving; D011597:Psychomotor Performance / Q000502:physiology*; D015203:Reproducibility of Results; D013223:Statistics as Topic / Q000379:methods; D013334:Students / Q000523:psychology*; D013732:Test Anxiety Scale; D014495:Universities; D055815:Young Adult