Relationships between Identity and Academic Motivation

Bibliographic Data

ID13670215
AuthorsRumi Matsushima (Kyoto Notre Dame University, corresponding author), Hitomi Ozaki (Kyoto Notre Dame University)
Year2015
Volume117
Issue1
Pages217-229
Publication date2015-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/07.10.pr0.117c16z7
PMID26302294
OpenAlexW1210307991
LanguageEN
Citations received1
References cited19

This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation

Developmental psychology · Identity (music · Psychosocial · Scale (ratio · Self-concept · Education, Achievement, and Giftedness · Identity, Memory, and Therapy · Psychological and Educational Research Studies · Psychology · Social Psychology

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