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  1. 福岡女学院大学
  2. 紀要
  3. The Centre for the Study of English Language Teaching JOURNAL
  4. Vol.13(2025)

Factors Affecting the Motivation of EFL University Students in Japan

https://doi.org/10.60461/0002000934
https://doi.org/10.60461/0002000934
c825b032-096d-497b-a431-7ceb6275dd52
名前 / ファイル ライセンス アクション
CSELT013003.pdf CSELT013003.pdf (316 KB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2025-03-31
タイトル
タイトル Factors Affecting the Motivation of EFL University Students in Japan
言語 en
作成者 末永, Victoria Claire

× 末永, Victoria Claire

en Suenaga, Victoria Claire

ja 末永, Victoria Claire


Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
主題
言語 en
主題Scheme Other
主題 motivation
主題
言語 en
主題Scheme Other
主題 Japanese university
主題
言語 en
主題Scheme Other
主題 EFL
主題
言語 en
主題Scheme Other
主題 teaching
主題
言語 en
主題Scheme Other
主題 questionnaire
主題
言語 en
主題Scheme Other
主題 students
内容記述
内容記述タイプ Abstract
内容記述 Factors influencing university students’ motivation were assessed using a questionnaire based on the following seven theories: hierarchy of needs, Maslow (1943), Herzberg’s two-factor flow theory (1959), expectancy theory, Vroom (1964), self-determination theory (SDT), Deci and Ryan (1985), goal-setting theory, Locke (1968), reinforcement theory, Skinner (1938), and equity theory, Adams (1963). The purpose of this study was to comprehensively evaluate the factors that influence university students’ learning motivation and analyze how these factors impact academic performance. Students attending a private women’s university in Fukuoka City, studying English as a Foreign Language (EFL), were invited to participate in the study. The questionnaire consisted of a 5-point ordinal Likert-scale (Likert, 1932) and open-ended questions. Results were analyzed between motivation scores and final grades with a correlation coefficient. There was a positive correlation. 43 (p < .001) between motivational scores and final grades. When Maslow’s hierarchy of needs were met it had a positive effect on grades. Also, students who consciously made the effort and planned to fulfil the course requirements themselves, did so. This study builds on current evidence regarding motivation tendencies of university students in Japan. It adds to the literature that examines characteristics of motivation levels of EFL learners in Japan. Future research should incorporate intelligence quotient (IQ) and emotions quotient (EQ) assessments. Not only the quality of lecture content need be checked, but also a deeper awareness of the basic needs a student requires is beneficial in order to offer optimal academic settings. Offering more tailored support, especially in the case of students relocating and living independently for the first time is one recommendation.
言語 en
出版者
出版者 福岡女学院大学英語教育研究センター
言語 ja
出版者
出版者 Centre for the Study of English Language Teaching, Fukuoka Jo Gakuin University
言語 en
言語
言語 eng
資源タイプ
資源タイプ識別子(シンプル) http://purl.org/coar/resource_type/c_6501
資源タイプ(シンプル) departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.60461/0002000934
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ EISSN
収録物識別子 27590364
書誌情報 en : The Centre for the Study of English Language Teaching JOURNAL

巻 13, p. 25-42, ページ数 18, 発行日 2025-03
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