대학생의 전공과목 학습에 대한 모티베이션 : 기대이론의 활용

[Purpose] This study attempted to investigate ⅰ) what motivates accounting students to select major electives, which would ultimately lead to good performance in the courses； and ⅱ) how their motivational change during a semester (symbolized as △) influences their intention to study and their performance. [Methodology] Expectancy theory of motivation was adapted for the conceptual framework of this study, which postulated five constructs：Internal－rewarding, Instrumentality, Choice, Self－efficacy, and Milieu. Questionnaire surveys were conducted on one hundred and sixty －five students who enrolled in elective management accounting classes. They responded to twenty survey items on a five－point Likert scale at the beginning and end of the semester. Reliability analysis and regression analysis were carried out for the pre－ and post －surveys；paired－samples t－test was additionally performed to compare the responses on two different occasions. [Findings] Instrumentality had a significant influence on Choice, which, however, was not directly linked to Performance. Internal－rewarding did not significantly influenced Choice initially, but △Internal－rewarding did influence △Choice. While Self－efficacy was a major aspect of motivation throughout the semester, △Self－efficacy was not. Informed educators may want to put more effort into boosting Internal－rewarding than boosting Self－efficacy.[Implications] A longitudinal study over a longer period is recommended in order to involve the effect of the second－level outcome, which is an integral part of expectancy model.