Abstract
The purpose of this study is to produce a portfolio recording the summary and reflection of learning activities in a junior high school social studies class based on the theory of self-regulated learning. We also aim to examine the results in relation to the self-determination theory. Therefore, first, we created a motivation scale for analyzing students’ reason for learning social studies. Based on the descriptions that the students provided, we completed the analysis as a standardized scale through factor analysis. Then, we introduced the lesson in social studies (historical field) by introducing a portfolio and asked learners to collaborate and describe the existing learning content. We used the social studies learning motivation scale to verify the educational effect. The results showed improvement in two autonomous learning motivations, namely internal adjustment and identical adjustment. On the contrary, it demonstrated suppression of introjected adjustment, that is, heteronomy motivation.
