Exploring Factors Impacting Motivational Persistence Among IBDP Students in Korea

This study examined relationships among IBDP students’ perceptions of teaching and learning, self-efficacy of learning and performance (SELP), cognitive (CS), metacognitive (MS), and resource management strategies, and emotional experiences (EE), and their impact on motivational persistence (MP). 51 local secondary school students (22 IBDP and 29 non-IBDP) attending a newly accredited IBO school in South Korea completed an online survey in the fall of 2024. Significant differences were found between the two groups. Each variable was higher for IBDP students, and for IBDP students, gender was found to significantly moderate perceptions of instructor organisation. Instructor warmth and openness and technology integration positively enhanced IBDP students’ MP, whereas high levels of participation encouragement negatively affected it. Moreover, self-regulation fully mediated the effect of SELP on MP, suggesting this MS plays a key role for IBDP students. Additionally, for IBDP students, EE was found to moderate the relationship between CS and MP. Practical implications are suggested, such as changes to pedagogy to ensure motivationally sustained persistence.本研究考察了国际文凭大学预科课程（IBDP，International Baccalaureate Diploma Programme）学生对教学与学习的感知、学习自我效能感（SELP）、认知策略（CS）、元认知策略（MS）、资源管理策略与情绪体验（EE）之间的关系，及其对动机持续性（MP）的影响。2024年秋季，韩国一所新获认证的国际文凭组织（IBO，International Baccalaureate Organization）学校的51名本地中学生（其中22名IBDP学生、29名非IBDP学生）完成了线上问卷调查。两组学生在各变量上均存在显著差异，IBDP学生的各项变量得分均更高；且对于IBDP学生而言，性别对其感知教师教学组织性的程度存在显著调节作用。教师的温暖关怀与开放性、技术整合正向提升IBDP学生的动机持续性，而高水平的参与鼓励则会对其产生负面影响。此外，自我调节完全中介了学习自我效能感（SELP）对动机持续性（MP）的影响，表明元认知策略（MS）在IBDP学生群体中发挥着关键作用。同时，针对IBDP学生，情绪体验（EE）在认知策略（CS）与动机持续性（MP）的关系中起到调节作用。本研究提出若干实践启示，例如调整教学方法以保障学生具备持续的动机性坚持性。