2023 Volume 45 Issue 2 Pages 26-36
This study was intended to investigate the relationship among the following factors: learning outcomes, including generic skills and grade-point average (GPA); subjective adjustment to university; learning motivation; and belief in cooperation among first-year university students. A progress report on generic skills (PROG) was used as a quantitative measure of generic skills, and both its results and studentsʼ GPA score were linked with data obtained in an online questionnaire survey. A total of 267 students were asked to answer a self-report questionnaire survey at the beginning and end of the 2020 and 2021 spring semesters. In addition, the PROG was conducted online at the end of the semester.
As a result, a positive correlation was found between the subjective adjustment and the competency score of the PROG, especially the subscale of interpersonal and self-control ability, and GPA. When we examined the effect of learning motivation and the belief in cooperation on the studentsʼ subjective adjustment, PROG scores, and GPA, we found that the influence on subjective adjustment, generic skills, and GPA differed depending on studentsʼ learning motivation and their belief in cooperation. The autonomic motivation for learning directly affected the competency score of the PROG, while the positive belief in cooperation indirectly affected both the competency score and first-year GPA through subjective adjustment. On the basis of these results, both the importance and necessity of supporting first-year studentsʼ adjustment development were discussed as were the limitations of these results and future issues.
