Changes in Learning Motivation before and after Pre-entrance Assignments for Nursing School Students Admitted on Recommendation Compared to Students who Entered through General Admissions

摘要

The objectives of the present study were to investigate changes in learning motivation before and after pre-entrance assignments for 14 students admitted on recommendation to nursing school A, and to compare the obtained data to those for 33 students who entered through general admissions. A survey was conducted using an originally developed 15-item questionnaire. The results for students admitted on recommendation showed a reduction in learning motivation for one item (related to knowledge acquisition through reading) immediately after pre-entrance assignments compared to before the assignments; however, no significant differences were observed before and after assignments for other items. Compared to general admission students, those admitted on recommendation tended to have higher motivation for five items (related to human psychology and communication skills) immediately after the assignments; no significant differences were observed for other items. The findings suggest that while pre-entrance assignments do not increase learning motivation, they may help to maintain motivation. Because the learning motivation of students admitted on recommendation for items related to human interactions increased after pre-entrance assignments, the capability of modified pre-entrance assignments to further enhance motivation should be investigated.