A Comparative Study of Learning Motivation and Academic Self-Efficacy between College Students in Korea and China
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Objectives: The purpose of this paper was to examine the effects of learning motivation and academic self-efficacy among college students in Korea and China, and to explore gender differences in these effects. Methods: A total of 345 college students from D University in Korea and H University China, completed the survey, which included measures of learning motivation and academic self-efficacy. Statistical analyses were conducted using Jamovi 2.3.28, including reliability tests, descriptive analysis, and Bayesian ANOVAs for group comparions. Results: The results are as follows. First, Korean students showed higher levels of amotivation, external motivation, and introjected motivation compared to Chinese students. Conversely, Chinese students indicated higher intrinsic motivation than Korean students. Also, female students presented greater identified and integrated motivation than male students. Second, Chinese students reported a greater preference for task difficulty, whereas Korean students demonstrated higher levels of self-regulatory efficacy and self-confidence. In particular, Korean male students showed slightly higher self-confidence than their female counterparts. Conclusions: Based on these findings, it is essential to promote intrinsic motivation and to establish an educational environment that enhances the development of self-determined learning motivation.
Abstract
Objectives: The purpose of this paper was to examine the effects of learning motivation and academic self-efficacy among college students in Korea and China, and to explore gender differences in these effects. Methods: A total of 345 college students from D University in Korea and H University China, completed the survey, which included measures of learning motivation and academic self-efficacy. Statistical analyses were conducted using Jamovi 2.3.28, including reliability tests, descriptive analysis, and Bayesian ANOVAs for group comparions. Results: The results are as follows. First, Korean students showed higher levels of amotivation, external motivation, and introjected motivation compared to Chinese students. Conversely, Chinese students indicated higher intrinsic motivation than Korean students. Also, female students presented greater identified and integrated motivation than male students. Second, Chinese students reported a greater preference for task difficulty, whereas Korean students demonstrated higher levels of self-regulatory efficacy and self-confidence. In particular, Korean male students showed slightly higher self-confidence than their female counterparts. Conclusions: Based on these findings, it is essential to promote intrinsic motivation and to establish an educational environment that enhances the development of self-determined learning motivation.