Self-Efficacy, Motivation and Learning Strategies in Germany and Japan

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  • Nicole Gruber Regensburg University, Regensburg, Germany
  • Tomoko Kurahashi-Friedmann Regensburg University, Regensburg, Germany



Learning strategies are important factors for students’ academic success. Motivation and self-efficacy influence the choice and the use of specific learning strategies (Entwistle & Ramsden, 1983). In this study, we want to assess how these three factors and their interaction are determined by the cultural setting (eastern vs. western culture). Therefore, we tested 271 Japanese students (198 men, age: M = 19.74, SD = 1.39) and 300 German students (177 men, age: M = 21.84, SD = 1.83). The results show that Japanese students have lower motivation and self-efficacy and choose different learning strategies from German students. Even when (it is) not totally fitting the theoretical construct, the choice of learning strategies can be better explained in Japan (R² = .10 to .33) by motivation and self-efficacy than in Germany (R² = .01 to .26). In summary, it is shown that the cultural setting has an influence on the three components and also on their interaction.




How to Cite

Gruber, N., & Kurahashi-Friedmann, T. (2024). Self-Efficacy, Motivation and Learning Strategies in Germany and Japan. International Journal of Psychology and Educational Studies, 11(2), 136–144.