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Rieko Nishida, The University of Osaka, JapanAbstract
The present study aims to shed light on how the motivation of students who experienced education during COVID-19 differs from that of students before the pandemic. The study also examined how attitudes toward online learning are intercorrelated with motivation-related variables. To understand how students’ motivation, international posture, and perceived communication competence changed over time from before to during the COVID-19 pandemic, data were collected using a repeated cross-sectional survey. Two cohorts of university students, one from before and one from during the COVID-19 pandemic, participated in the present study. Participants totaled 403 in 2018, and 271 in 2021, numbering 674 students in all. The study was then to investigate what extent students’ motivation-related variables changed during the COVID-19 pandemic (RQ1). In addition, the study investigated how students’ motivation-related variables and attitudes toward online learning were related during the COVID-19 pandemic (RQ2). In response to RQ1, in independent t-tests, in 2021, the results showed statistical significance in intrinsic motivation in stimulation: t = -4.373, df = 672, p = .001, d = -0.344, and intended learning effort: t = -4.102, df = 672, p = .001, d = -0.322, and these factors showed higher tendencies than 2018. To response to RQ2, in the inter-correlations between attitude toward online learning and motivation-related variables, attitude toward online learning was positively correlated with effort (r = .427, p < .01) and perceived communication in reading (r = .405, p < .01). This presentation will provide a detailed analysis of the results.
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