Effects of Academic Motivation on the Subsequent Learning Outcomes: A Perspective of the Self-determination Theory for College Students

Abstract

Based on the self-determination theory, which is a framework for understanding motivation and adjustment, high self-determined motivation facilitates subsequent learning-related adjustment, which low self-determined motivation negatively affects learning-related adjustment. However, few studies have examined such effects of academic motivation in Japanese college students. The purpose of this study was to examine the effects by using longitudinal data. 　In total 206 college students (90 women and 116 men) took part in two questionnaire sessions (Time 1 and Time 2) separated by four weeks. They completed the academic motivation scale at Time 1 and the learning-related adjustment measures at Time 1 and 2, which comprised the learning satisfaction, learning efforts, learning self-efficacy, learning self-actualization, and learning anxiety scales, and the Japanese version of the Rosenberg Self-Esteem Scale. All the measures were anonymously administered by a teacher after classes. The data were analyzed using a hierarchical multiple regression analysis. 　The results showed that academic motivation had an effect on subsequent learning-related adjustment at Time 2, even after controlling for previous learning-related adjustment at Time 1. The effect seemed to be small on self-esteem as compared to that on other aspects of learning-related adjustment. There were negative and positive effects of amotivation and intrinsic motivation, respectively, on subsequent learning-related adjustment. Although extrinsic motivation exerted a significant effect on learning-related adjustment, of the regulation styles that constituted extrinsic motivation, external and introjected regulations had a negative effect, while identified regulation had a positive effect. Therefore, in most cases, controlled motivation and autonomous motivation had negative and positive effect on subsequent learning-related adjustment, respectively. The findings of this study supported the validity of the self-determination theory on its relationship to learning-related adjustment, and revealed that the dichotomy of controlled and autonomous motivation was more advantageous than that of extrinsic and intrinsic motivation.