Yoshizawa Takashi, Yoshida Syuichi, Mizota Katsuhiko, Kogo Haruki, Kitamura Masahiro, Nagasaki Takayuki
Department of Physical Therapy, Faculty of Rehabilitation, Reiwa Health Sciences University: 2-1-12 Wajirogaoka, Higashi-ku, Fukuoka-shi, Fukuoka 811-0213, Japan.
Department of Physical Therapy, Yachiyo Rehabilitation College, Japan.
J Phys Ther Sci. 2025 Aug;37(8):422-426. doi: 10.1589/jpts.37.422. Epub 2025 Aug 1.
[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.
[目的] 我们研究了一年级第一学期学生的学习动机、学习时间和定期测试成绩之间的关系。[参与者与方法] 本研究纳入了78名在一所四年制大学接受物理治疗培训的一年级学生。在告知研究参与者我们正在收集他们当前的学习动机和学习时间信息后，向他们发放了一份在线问卷。我们将学生第一学期专业基础课程的平均绩点（GPA）作为他们定期测试成绩的替代指标。[结果] 统计分析显示学习动机的所有子量表之间存在显著差异。内摄调节和内在调节分别被确定为影响学生学习时间和定期测试成绩的学习动机子量表。[结论] 教师需要了解能够增强学生学习动机的关系。
