Thirty-First International Conference on Learning

Abstract

According to self-concordance theory, students who autonomously choose majors aligned with their interests (self-concordance in major) generally exhibit higher academic interests and better performance. However, research has shown that in Taiwan, numerous university students face challenges in aligning their majors with personal interests. This study posits that, in addition to self-concordance, students’ identification with role obligation—an academic motivation emphasized in Confucian culture—can cultivate learning interest through sequential mediating factors. Focused on first-year university students, a two-wave online survey was conducted at the beginning (T1) and the end of the semester (T2). At T1, participants provided data on self-concordance, identification with role obligation, social desirability (control variable), and demographics. At T2, they reported on academic engagement, achievement, basic psychological needs satisfaction, and academic interest. The results, based on a valid sample of 177, reveal that, controlling for role obligation (T1), self-concordance (T1) had a positive effect on academic interest (T2) but did not significantly predict engagement (T2) and performance (T2). Controlling for self-concordance (T1), role obligation (T1) not only contributed to engagement (T2) but also furthered satisfaction of basic psychological needs (T2), especially the need for competence, ultimately giving rise to academic interest (T2). In conclusion, both “self-concordance” and “role obligation” can predict academic interest in one’s major directly or indirectly, with role obligation having a stronger effect on academic engagement. This study provides an alternative pathway for generating academic interest in the major.