Abstract
The purpose of the study is to investigate ① when students are motivated in class, and ② what the relationships is between reflective-impulsivity cognitive styles and students’ learning motivation in elementary school mathematics. We conducted a survey on 247 elementary school students (with 222 valid responses). Three factors, including “preferences of the fulfillment and achievement”, “preferences of the relationship and self-respect”, “preference for active classes”, were found. Results of the ANOVA showed significant differences determined by reflective-impulsivity cognitive styles among the three factors. Reflective students gave the priority of both “preferences of fulfillment and achievement” and, impulsive students gave the priority of “preferences for active classes”. The results showed each cognitive style had different tendencies, when they were motivated for learning. In addition, reflective students were highly motivated in various situations.
