初年次前期の授業での対人関係への動機づけが大学適応に及ぼす影響  [in Japanese] Interpersonal motivation in a First Year Experience class influences freshmen's university adjustment  [in Japanese]

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Author(s)

Abstract

The present study examined the influence of interpersonal motivation on university adjustment in freshman students enrolled in a First Year Experience (FYE) class. An interpersonal motivation scale and a university adjustment (interpersonal adjustment and academic adjustment) scale were administered twice to 116 FYE students; data from the 88 students who completed both surveys were analyzed. Results from structural equation modeling indicated a causal relationship between interpersonal motivation and university adjustment: interpersonal adjustment served as a mediator between academic adjustment and interpersonal motivation, the latter of which was assessed using the internalized motivation subscale of the Interpersonal Motivation Scale as well as the Relative Autonomy Index, which measures the autonomy in students' interpersonal attitudes. Thus, revising the FYE class curriculum to include approaches to lowering students' feelings of obligation and/or anxiety in their interpersonal interactions might improve their adjustment to university.

The present study examined the influence of interpersonal motivation on university adjustment in freshman students enrolled in a First Year Experience (FYE) class. An interpersonal motivation scale and a university adjustment (interpersonal adjustment and academic adjustment) scale were administered twice to 116 FYE students; data from the 88 students who completed both surveys were analyzed. Results from structural equation modeling indicated a causal relationship between interpersonal motivation and university adjustment: interpersonal adjustment served as a mediator between academic adjustment and interpersonal motivation, the latter of which was assessed using the internalized motivation subscale of the Interpersonal Motivation Scale as well as the Relative Autonomy Index, which measures the autonomy in students' interpersonal attitudes. Thus, revising the FYE class curriculum to include approaches to lowering students' feelings of obligation and/or anxiety in their interpersonal interactions might improve their adjustment to university.

Journal

  • The Japanese journal of psychology

    The Japanese journal of psychology 86(2), 170-176, 2015

    The Japanese Psychological Association

Codes

  • NII Article ID (NAID)
    130005083917
  • NII NACSIS-CAT ID (NCID)
    AN00123620
  • Text Lang
    JPN
  • ISSN
    0021-5236
  • NDL Article ID
    026498967
  • NDL Call No.
    Z19-10
  • Data Source
    NDL  J-STAGE 
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