Relationships between learning motivation, study time, and regular test scores elucidated using self-determination theory—a study of first-year students in their first semester—

Abstract

[Purpose] We examined the relationships between learning motivation, study time, and regular test scores of first-year, first-semester students. [Participants and Methods] This study included 78 first-year students undergoing physiotherapy training at a four-year college. Research participants were given an online questionnaire after being informed that information was sought on their current learning motivation and study time. We used the students’ grade point average (GPA) calculated from their first semester’s specialized basic courses as a surrogate for their regular test scores. [Results] Statistical analysis revealed significant differences between all subscales of learning motivation. Introjected and Intrinsic Regulations were identified as subscales of learning motivation that impact students’ study time and regular test scores, respectively. [Conclusion] Teachers need to be aware of relationships that can enhance students’ learning motivation.