Effects of Orientation on Subjective Adjustment to School and Learning Motivation

Practice in Private Junior and High School

Abstract

This study examined effects of two new student orientation programs in junior high school that aimed to enhance subjective adjustment to school and motivation for learning. The first orientation in April was designed to introduce features of the school and the new students had opportunities to communicate with senior students and classmates. The second orientation in June aimed at increasing content attached motivation through listening to the talks given by a senior student, graduate, and a vice principal regarding the important attitude in studying. As a result, subjective adjustment to school was increased after the first orientation, while content attached motivation for learning decreased significantly after the second orientation. This study also examined the effect of orientation on second-year students’ motivation for learning. In the orientation, senior students told their learning experiences with concrete examples. The result showed that the orientation increased content attached motivation and subjective adjustment to school. At last, focal points in carrying out school orientation were discussed based on the result.