Motivation, Anxiety, and Academic Performance among First-Year University Students in Japan
Keywords:
academic motivation, anxiety, academic performance, first-year students, Japanese higher educationAbstract
This study investigates the complex relationships between motivation, anxiety, and academic performance among first-year university students in Japan, examining how these psychological factors interact within the unique context of Japanese higher education. Utilizing a mixed-methods approach with 387 first-year students from five universities across Japan, the research employed standardized questionnaires measuring academic motivation, anxiety levels, and self-reported academic performance, supplemented by qualitative interviews. Results indicate significant negative correlations between anxiety and both intrinsic motivation and academic performance, while intrinsic motivation positively predicted academic success. Cultural factors unique to Japan, including entrance examination pressure, societal expectations, and adjustment challenges from high school to university, emerged as critical influences on student psychological well-being and academic outcomes. The findings suggest that interventions addressing anxiety management and fostering intrinsic motivation could substantially improve first-year student success in Japanese universities. This research contributes to understanding how motivational and emotional factors operate within collectivist educational cultures and has implications for student support services in Japanese higher education.
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