初年次学生における教師から学習者への動機づけの伝達―進学動機を調整変数としたプロセスの検討―

抄録

This research examined how teacher's intrinsic motivation for teaching affected learner's intrinsic motivation for learning topics through expectancy formation (i.e., social contagion of the motivation processes) and how this processes were moderated by learner's intrinsic motivation to enter university. We conducted a longitudinal survey of Japanese first-year undergraduates (N=637) within a half-year class. Multi-group structural equation modeling showed that learner's perception of the teacher's intrinsic motivation was positively related to learner's expectancy of learning topics and teaching, but this expectancy was positively related to later learner's intrinsic motivation only in the group with high intrinsic motivation to enter university. This research suggests that learner's individual differences such as intrinsic motivation to enter university might moderate social contagion of the motivation processes. In terms of motivating university students, it is important to provide opportunities for them to develop an interest in learning at university besides their academic performance among high school students.