原著論文
中学生における自律的学習動機づけと学業適応との関連
キーワード:
self-determination theory,
academic motivation,
adjustment,
motivational profiles,
junior high school students
2013 年 84 巻 4 号 p. 365-375
詳細
2013 年 84 巻 4 号 p. 365-375
This study investigated the relationship between autonomous motivation and academic adjustment based on the perspective of self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristic of these profiles for groups with varying levels of autonomous and controlled regulation (autonomous, controlled, high motivation, and low motivation). Data were collected from 442 junior high school students for academic motivation, academic performance, academic competence, meta-cognitive strategy, academic anxiety, apathy, and stress experience. Correlation analyses generally supported the basic hypothesis of self-determination theory that a more autonomous regulation style was strongly related to academic adjustment. The results also showed that persons with a high autonomous regulation and a low controlled regulation style were the most adaptive.
