Abstract
The purpose of the present study was to construct a coping model during the test and to clear effective study skills in order to reduce helplessness from the viewpoint of motivational types. Participants were junior high school students (N=875, in grades 7-8). Based on the self-determination theory (Deci & Ryan, 2002), students were classified into three groups; autonomous group, heteronomous group, and low motivational group. Multi-group analysis revealed different path structures on three groups. The results showed that it was effective to use (1) meta-cognitive for autonomous group, (2) suitable skills to individuals and positive thinking for heteronomous group, and (3) repetition-focus skills for low-motivational group. These findings suggested that intervention should be adjusted to motivational types.
