Abstract
[Purpose] To clarify the differences and commonalities in the learning motivation of students in physical and occupational therapy vocational colleges, between those entering college straight from school (ECS) and not straight from school (not-ECS), to assist with student guidance. [Subjects] The subjects were 66 ECS and 18 not-ECS students. [Methods] Based on the two-factor model of learning motivation, a questionnaire survey was conducted over 3 years. [Results] Fulfillment, training, and practicality showed high levels, irrespective of student type, and although the relation levels were low, a stronger tendency was found among the not-ECS students. [Conclusion] According to the results regarding the commonalities and differences in the characteristics of ECS and not-ECS students’ learning motivation, it is necessary to not only maintain content-relevant motivation, but also to flexibly develop content-separate motivation, and based on these findings educators should seek to support students.
