Changes in Learning Motivation of University Transfer Students and the Impact of Transfer Motivation: A Grounded Theory Exploration

Objective: This study examined how the transfer motivations of transfer students in universities influence their learning motivation, and explored the process of change in their learning motivation. Methods: In-depth interviews were conducted with 16 transfer students, of which 15 datasets were analyzed after excluding one uncooperative respondent. The grounded theory approach by Strauss and Corbin (1998) was adopted. Results: The analysis yielded 77 concepts in the first-order coding, 31 categories in the second-order coding, and 16 categories in the third-order coding. The central phenomenon identified was “decline in learning motivation”, and the core category was “overcoming the decline in learning motivation”. Conclusions: The study confirmed that transfer motivation is a key driver for academic success and personal growth. Although transfer students experience fluctuations in learning motivation, they manage to recover and adapt. The findings suggest that universities develop support programs to help transfer students adjust to the academic environment.