In this study, cross-sectional and longitudinal analysis was conducted on motivations for learning. Of all the first-, second-, third-, fourth-year students of the Department of Occupational Therapy, University A, 162 and 166 students participated in the study in 2007 and 2008, respectively. As a result, in both years, all the first-, second-, third-, fourth-year students were more motivated by practical use and training and less motivated by relationship, self-respect and rewards. There was no significant difference between the first-, second-, third-, fourth-year students. In the comparison between 2007 and 2008, the first-year students in 2007 became more motivated by practical use in 2008 but other students did not show change in their motivations. Consequently, it was demonstrated 1）that, already half a year after they entered the university, the students of the Department of Occupational Therapy, University A, had motivations similar to those of the students who would graduate half a year later, and 2）that, with all the first-, second-, third-, fourth-year students, intrinsic motivations were stronger than extrinsic motivations. In conclusion, it is important both in curricular and extra-curricular activities that educational practices help enhance intrinsic motivations to improve the students' learning.
