英語学習の「楽しさ」「重要性」「実行」についての学習者間比較 : 動機づけの視点から

抄録

Drawing on the theoretical grounds that acknowledge the potential benefits of both intrinsic motivation and self-determined extrinsic motivation, this study tests three hypotheses: (1) The less autonomous the learners are, the more likely their "execution" of study activities is to reflect the "enjoyment" of the activities, (2) the more autonomous the learners are, the more likely their "execution" of study activities is to reflect the "importance" of the activities, and (3) the more autonomous the learners are, the more they tend to "execute" study activities that are "important" but are not "enjoyable." Correlational and multiple regression analyses of questionnaire results drawn from 545 college undergraduates supported these three hypotheses to varying degrees. Particularly, it was demonstrated that non-autonomous learners tend to "avoid" important activities while this tendency is less pronounced with autonomous learners. All the learners, on the other hand, tended to execute enjoyable activities. Further analysis revealed that the observed differences between autonomous and non-autonomous learners are most conspicuous in "practical use of English" activities, implying unique roles that such activities play in English-leaning motivation of college students.