中学生の登校動機づけプロフィールの理解および学校適応感との関連

抄録

This study investigated the relationship between motivation toward to going to school and subjective adjustment to school based on the self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristics of these profiles. Data were collected from 282 junior high school students for motivation and subjective adjustment in school. Correlation analyses generally supported the basic hypothesis of self-determination theory that autonomous reason was positively related to subjective adjustment. Cluster analysis revealed five individual motivational profiles for groups with varying levels of autonomous and controlled reason. Subjective adjustment was generally higher for the autonomous-motivation group, high-motivation, medium-motivation, low-motivation, and controlled-motivation in that order. In terms of feelings of inferiority, the medium and the controlled motivation group were the worst adapted.