ショートレポート
教員養成課程の学生における動機づけと学業成績に対する自律性支援の有効性認知
キーワード:
perception of utility of autonomy support,
motivation,
academic performance,
pre-service teachers
2020 年 29 巻 1 号 p. 27-30
詳細
2020 年 29 巻 1 号 p. 27-30
The purpose of this study was to examine pre-service teachers’ perceived utility of autonomy support for motivation and academic performance. Undergraduates from a teacher training course (N=235) participated in the questionnaire-based study operated in a two-by-two between-subjects factorial design. The results showed that pre-service teachers perceived the autonomy support as more useful for motivation than academic performance and for elementary than junior high school children. Additionally, pre-service teachers with autonomous motivation perceived higher levels of utility of autonomy support. The congruence between empirical findings and pre-service teachers’ naive belief about motivation theory is discussed.
