ウェルビーイングに及ぼされる学習動機づけの効果：大学生を対象とした自己決定理論からの検討

抄録

Well-being is a complex construct with a variety of determinants, and is defined on the basis of the two principal approaches: hedonism and eudaimonism. Previous studies have suggested that learning motivation as one of the determinants can influence well-being. However, there were a few studies which examined the influences of learning motivation based on self-determination theory on well-being in accordance with both hedonism and eudaimonism. The purpose of this study has been to examine the influence of learning motivation on well-being among college students based on the self-determination theory. 　The participants were 144 college students (52 women and 92 men). They were administered the four measures: the 15-item Learning Motivation Scale, the Japanese versions of the 5-item Satisfaction with Life Scale, the 12-item Scale of Positive and Negative Experience, and the 8-item Flourishing Scale. 　Although several alternative structural models representing the hypothesized influence were analyzed by structural equation modeling, only a multiple indicators model has fitted the data. The results of the analysis of this model showed that learning motivation may clearly influence well-being. The influence of learning motivation may be given to the three main aspects of well-being in the almost same degree. Furthermore, it is possible that well-being may be influenced negatively by non- and external regulations and positively by identified and intrinsic regulations. The influence of introjected regulation may be small.