Note taking is a pervasive strategy college students use to learn from lectures. Previous studies on lecture note taking engaged in sparse exploration of its correlates, except for learning performance. As we know, the use of learning strategy is fueled and supported by learning motivation. Previous studies have shown that the use of learning strategy is positively correlated with learning motivation. Also, some studies found that learning motivation could predict learning strategy. Therefore, as a learning strategy, lecture note taking is supposed to have a close relation with learning motivation. This study aimed to explore the relation of college students’ learning motivation to their lecture note taking. It was conducted in a college course. The researchers investigated students’ learning motivation variables in regard to the course and realized their relations to the quantity and quality of lecture notes in the course. Two questions were examined: (1) Did learning motivation variables correlate with the quantity and quality of lecture notes? (2) Could the regression model of learning motivation variables predict the quantity and quality of lecture notes?

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