Abstract
The purpose of this research is to make it clear that “recognition of the significance in science learning” has various influences on “motivation” by catching motivation from self-determination. First, a questionnaire of recognition and motivation of the significance in science learning was considered and created. Second, an investigation was conducted by means of these questionnaires targeted at junior high school students, and it was made clear by covariance structural analysis about what kind of influence recognition of the significance in science learning is having on motivation based on the survey results. The results: (1) showed that when the learners think that the significance in science learning is “scientific ability” it has a positive influence on “intrinsic motivation” “identified regulation” and it has a negative influence on “external motivation,” (2) showed that when the learners think that it is “understanding of science and immediate nature or understanding of science and daily life” it has a positive influence on “intrinsic motivation,” and “identified regulation”.
