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Relationship between Views on In-class/Out-of-class Learning, Achievement Motives, Future Views and Enervation among University Students: A Study Using In-class/Out-of-class Learning Types

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  • 大学生の授業・授業外学習観と達成動機・将来展望・意欲低下との関連 -授業・授業外学習観タイプによる検討-
  • ダイガクセイ ノ ジュギョウ ・ ジュギョウ ガイ ガクシュウカン ト タッセイドウキ ・ ショウライ テンボウ ・ イヨク テイカ ト ノ カンレン : ジュギョウ ・ ジュギョウ ガイ ガクシュウカン タイプ ニ ヨル ケントウ

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In Japan, university students have to study 45 hours for 1 credit, including 15 hours in class and 30 hours out of class. However, according to some surveys, they study too little for the credits they receive and they spend only 1-5 hours a week for out-of-class learning. It is necessary to find ways for teachers to prompt students' learning from the students' perspective. This study focused on Japanese students' views on in-class learning and out-of-class learning using data from 233 students (male=114, female=119). Factor analysis for views on in-class and out-of-class learning extracted 3 factors―self-betterment, companionship and self-searching. Cluster analysis was performed and students were divided into 5 types according to different views on in-class and out-of-class learning. The relationships between views for in-class & out-of-class learning, achievement motives, future views and enervation among university students were examined. The results suggested that students who see out-of-class learning as important as in-class learning showed positive features, while students taking only in-class learning views or out-of-class views showed negative features. Approaches to prompt students' learning of each type were discussed.



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  • Article Type
    departmental bulletin paper
  • Data Source
    • IRDB
    • NDL
    • CiNii Articles

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