2018 Volume 66 Issue 4 Pages 263-275
The purposes of the present study were to examine correlates of junior high school students' motivation toward formation of relationships with their teachers, maintenance of those relationships, expected costs and benefits of such consultation, and consulting behavior. Junior high school students (N=288) completed questionnaires. The results were as follows: (a) The students who had high scores on autonomous motivation reported having benefitted from consulting with their teachers. (b) The students who had high scores on controlled motivation reported that consulting with their teachers had costs. (c) The correlations differed according to the students' gender. (d) A high level of help-seeking behavior was related to a high level of intrinsic regulation and a high level of perceived benefit of avoiding consulting with their teachers. (e) The students who had high scores on all measures of motivation toward formation and maintenance of relationships with their teachers had a high level of perceived cost of consulting with their teachers, and a high level of perceived benefit from consulting as well as a high level of help-seeking behavior.
